Without theory, experience has no meaning

Introduction

Motion doesnt deny the importance of experience, it questions the importance of theory.
Behaviourist approach theory and instruction. Teacher at centre imparting theoretical
knowledge
Cognitive and contructivist approaches dont deny need for theoretical knowledge entirely but
Contructivist theories give importance to creating, experiencing, practising for true learning.
Learners central to learning experience
Social constructivism learners create the content and are central to learning environment,
bringing their own experiences to learning.
Honey and Mumford - Activist, Theorist, Pragmatist and Reflector different approaches
work for different people for some hands on experience works best for learning, for others,
theory comes first
Vgotskys ZPD teacher provides appropriate support to advance learners thinking, without
teacher support, learners can achieve more than they would unaided. Lack of practical, hands
on experiences limits learner from achieving true potential.

For the argument (importance of theory)

Reflection / Problem Solving / Sharing and Scholarship / Justification / Understanding

Power

Question not suggesting experience is not importance - just that it needs some theoretical
grounding.
Theory helps to guide research and to organise ideas and thoughts
Theory directs us to important questions and suggests ways to interpret or make sense of
research data
Theory can generate further research
Learners can be frustrated/overwhelmed if thrown into a task with no prior knowledge of
where to even start. Need base level of knowledge before experiencing.
Without theoretical knowledge, person will only get so far with experience and may think they
have reached optimum knowledge but may still be making errors. (Learn how to do something
to an acceptable level but if they knew more theory they would be able to do it faster/better).
Even in experiential learning, learner must be able to reflect on experience; use analytical
skills to conceputualise experience; make decisions/solve problems to use ideas gained from
experience
Need theoretical knowledge to reflect on practice.
Behaviourist approaches theory required where existing knowledge base is low
Misconceptions can persist without instruction
Blooms revised taxonomy depends on the level the learner is at. Some levels
(remembering/understanding) dont require practical experience. Even applying level involves
using acquired knowledge.
Biggs theory of objectivism - knowledge as decontextualised, existing independently of the
knower, understanding is coming to know what already exists. Teaching is a matter of
 transmitting this decontextualised knowledge; learning of receiving and storing it accurately,
and using it appropriately. Practical application useful if learner does not know what they do
not.In order genuinely to understand an idea, theory, or subject, you must rely ultimately on
your own observations and logic. Theory PLUS experience.

Against the argument (experience)

Theories are formed and developed through experiences (could this be an argument for as
well its the theories that are developed that lead to greater learning??). Learner encounters
something through experience and begins to recognise the conditions in place when they had
the experience. Repeating the experience, they recognise what conditions were the same and
what were different and the resulting outcome. They start to form a theory of optimum
conditions for desired outcome. Understanding develops from this as to WHY these conditions
lead to particular outcome and theory is refined.
Repetition of experiences leads to development of competencies and skills e.g driving a car.
Dont need theory behind how clutch works, just need to practice until competent. Trial and
error.
Double loop learning
Swellers Cognitive Load theory lack of practical application is demotivating.
Experience needed for retention, problem solving, critical thinking, application of knowledge
to real world contexts.
Bruner constructivist theory learner part of the process of knowledge getting, active
learning. Significance of social and cultural aspects of learning.
Neuroscience brain activity linked with our hands (learn by doing)/synpases formed through
use.
Bartletts Schema - cognitive frameworks for meaningfully organising various interrelated
concepts, based on previous experiences. Are flexible, active, constantly changing based on
new information coming in and involve top down and bottom up processing
Knowles (andragogy) move from dependency towards self- direction as adults. With an
increase in experience, learning becomes more orientated to social and economic roles and
more problem centred
Communities of practice learner central in their own learning journey, learning from others
by doing
Piaget people produce knowledge and form meaning based on their experiences,
experience discrepancies between what they already know and what they discover in their
environment, then adjust their ideas accordingly. Assimilation in which new experiences are
reinterpreted to fit into, or assimilate with, old ideas. Accommodation is the process of taking
new information in one's environment and altering pre-existing schemas in order to fit in the
new information. Either way experience is key.

Conclusion

Depends on what is being learned and individuals learning style whether theory or
experience is more significant but really we need both. Gagnes five major categories of
learning: verbal information, intellectual skills, cognitive strategies, motor skills and
attitudes. Different instruction is required for different learning outcomes; The specific
 operations that constitute instructional events are different for each different type of
learning outcome; Learning hierarchies define what intellectual skills are to be learned and a
sequence of instruction. Teacher direction and guidance needed.
So...theory and experience are complementary and a combination of both is required for
optimal learning. Experience is key to being able to apply knowledge in different contexts.
Learner involvement in both leads to higher transfer of learning.

References

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