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Learning and teaching in business through rich and varied information sources

  • Ian Hughes
  • University of Wolverhampton
Research Output: Contribution to journal Article Peer-review

Open access

Abstract

There is an old Chinese proverb, sometimes attributed to Confucius, which states 'I hear and I forget. I see and I remember. I do and I understand', which suggests that experience is the best teacher. There is a close fit here with issues which Kolb (1984:21)) discussed about the Lewinian experiential learning model which hinges progress in learning on the impact of the 'concrete experience'. However, another proverb sometimes attributed to Confucius says 'By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.' But there is no real dichotomy here, experience can be a bitter teacher – how many students do you know (or even colleagues or perhaps even yourself) who have learned through personal bitter experience the simple lesson of 'Read the question before you start, while you are answering it, and again when you think you have finished'. For a graded summative assessment failing to consider this can be personally disastrous, but it is a lesson remembered (hopefully) by most. But is personal experience the only option? Can we learn 'experientially' from other people's experience? Dewey ( 1938:69) [A1] suggested a model of experiential learning based on observation of the environment (conditions), knowledge of what has happened in similar situations in the past – through personal experience or from information, advice or warnings from those with wider experience, and judgement to blend these into a decision (author's emphasis).

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development (Volume 2.0, Issue 1.0)

Publication milestones

  • Published - 03/2012

Publication status

Published - 03/2012

ISSN

2047-3265

External Publication IDs

  • handle.net: 10547/336265

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