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Narrative

From Learning in Reflection to Learning in Performance

University College Northampton, UK, caroline.ramsey{at}northampton.ac.uk

This article reviews one current concept of experiential learning, using the work of David Kolb as an exemplar of this genre of learning theory. Working from a relational or social constructionist perspective, the article suggests that there are three problematic assumptions within current experiential learning cycles. First, there is a realist treatment of world and events. Second, a distinct and independent individual is assumed to be able to experience, know and act on this real world. Third, cognition, be it in the form of knowledge, interpretation or perception, is treated as the unproblematic precursor to action. In contrast to these assumptions relational premises invite multiple narratives to replace ‘concrete experience’, social rather than individual action and coordination with others in contrast with adaptation to a real world. These alternative premises form the basis of an alternative, narrative reflective cycle that is argued to offer practical reflective ‘tools’ that would be of benefit, even if the reflector did not share the author’s relational constructionist assumptions.

Key Words: change • learning • narrative • reflection • social

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