because of the chaotic lack of differentiation of accommodation and assimilation” (Von Glasesfeld, 1982, p.7), two processes which help the categorization and modification of mental models. The constructivist approach underpins the overall praxis of this research, considering that individuals create their own world view, and there is no unique reality, but multiple interpretations of the same reality.
1.3.2 Kolb’s Experiential Learning Based on Piaget’s school of thought, Kolb’s Theory of Experiential Learning (Kolb, 1984) gives a different perspective (compared to traditional theories on learning) underlying the relationship between learning, work, other life activities and knowledge creation. Learning is defined by Kolb as “holistic integrative perspective that combines experience, perception, cognition and behavior” (Kolb, 1984, p.21); knowledge creation is a recurring process as ideas and knowledge are not fixed and immutable elements of thought but are formed and re-formed through experience. Kolb states that “learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (Kolb 1984). Learning is then seen as a process and not as an outcome, as failing to adapt knowledge through experience might result in non-learning. This theory and the resulting Learning Styles Inventory are further explored in Chapter 2 – Literature Review.
1.3.3 Giddens’ Structuration In his Structuration Theory, Giddens reviews the existing social theories by incorporating the time-space elements and their relationships within the social systems, stating that all social action and interactions between the knowledgeable human agents are recursive, that is to say, continually created
Gabriella Colombo – 2012
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