The Importance of Experiential Learning

The Importance of Experiential Learning

Topic 7 – The Importance of Experiential Learning

Experiential learning plays a significant role in Indigenous pedagogies. It has been used with Indigenous Peoples since time immemorial to equip generations with the knowledge, values, skills, spiritual, emotional, intellectual, and physical competencies needed to survive and thrive.

One contemporary view on experiential learning was undertaken by the University of Toronto when they developed a whitepaper exploring experiential learning as a strategic approach to use to enhance student learning while contributing to the larger community and societal needs. This view recognizes the value of holistic learning and multi-modal learning in addition to interacting with the learner’s environment. From the whitepaper, the following was used to help define an experiential learning definition drawing upon many western influential researchers including Kolb, Dewey, Lewin, and Piaget (University of Toronto, 2017):

Six Core Tenets of Experiential Learning

Theory drawing on David A. Kolb’s (1984) influential theory, experiential learning is understood to be “the process whereby knowledge is created through the transformation of experience” (p. 38). Building upon earlier theories on learning through experience (Dewey, 1938; Lewin, 1951; Piaget, 1978), Kolb’s experiential learning theory (ELT) is founded on six core tenets (Kolb & Kolb, 2005):

  • Learning is a process.
  • Learning is grounded in experience.
  • Learning involves mastery of all four learning modes.
  • Learning is a holistic process of adaptation.
  • Learning occurs when an individual interacts with their environment.
  • Knowledge is created through learning.

Dr Battiste summarizes an Indigenous approach to experiential learning (and coincidentally some Universal Design for Learning principles) in her view of Aboriginal learning:

The first principle of Aboriginal learning is a preference for experiential knowledge. Indigenous pedagogy values a person’s ability to learn independently by observing, listening, and participating with a minimum of intervention or instruction. This pattern of direct learning by seeing and doing, without asking questions, makes Aboriginal children diverse learners. They do not have a single homogenous learning style as generalized in some teaching literature from the 1970s and 1980s. Teachers need to recognize that they must use a variety of styles of participation and information exchanges, adapt their teaching methods to the Indigenous styles of learning that exist, and avoid over-generalizing Aboriginal students’ capacities based on generalized perceived cultural differences. To maximize the participation of Aboriginal students in the educational process, teachers need to experiment with teaching opportunities to connect with the multiple ways of knowing these students have and multiple intelligences (2002, p. 15).
Jaimie at Nmaachihna Enviro-Education centre
Jaimie at Nmaachihna Enviro-Education centre

Summarizing, as noted above, the value of experiential learning is well documented.  From the many lessons that may come from Indigenous teachings such as:

  • a class working together to build a canoe, or
  • individually or collectively planting a garden with the three sisters (corn, beans and squash), or
  • the importance of environmental stewardship, or
  • caring for and respecting the Elders.

All educators should revisit their curriculum to see how integrating experiential learning could enhance the value of multiple ways of learning and multiple teachings for all of their students.

References:

Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Ottawa: National Working Group on Education and Indian and Northern Affairs Canada. https://www.afn.ca/uploads/files/education/24._2002_oct_marie_battiste_indigenousknowledgeandpedagogy_lit_review_for_min_working_group.pdf

University of Toronto (2017). Rethinking higher education curricula: Increasing impact through experiential, work-integrated, and community-engaged learning: A white paper for the University of Toronto. https://experientiallearning.utoronto.ca/wp-content/uploads/UofT-WIL-EL-White-Paper-July-2017.pdf

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Indigenous Pedagogies Copyright © by Lorna Stolarchuk and Jaimie Kechego is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, except where otherwise noted.

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