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Management Learning
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Conversation as Experiential Learning

Ann C. Baker

George Mason University, Arlington, VA, USA, abaker1{at}gmu.edu

Patricia J. Jensen

Alverno College, Milwaukee, WI, USA, patricia.jensen{at}alverno.edu

David A. Kolb

Case Western Reserve University, Cleveland, OH, USA, dak5{at}msn.com

This article proposes a framework relevant to the continuous learning of individuals and organizations. Drawing from the theory of experiential learning, the article proposesconversational learning as the experiential learning process occurring in conversation as learners construct meaning from their experiences. A theoretical framework based on five process dialectics is proposed here as the foundational underpinning of conversational learning. The five dialectics—apprehension and comprehension; reflection and action; epistemological discourse and ontological recourse; individuality and relationality; status and solidarity—are elaborated. As participants engage in conversation by embracing the differences across these dialectics, the boundaries of the dialectics open a conversational space. Attending to this conversational space enables those in the conversation to remain engaged with each other so that differing perspectives can catalyze learning experientially and promote individual learning and organizational learning.

Key Words: conversation • conversational space • dialectic • dialogue • experiential learning • organizational learning

Management Learning, Vol. 36, No. 4, 411-427 (2005)
DOI: 10.1177/1350507605058130
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