27 Teachers can plan a lesson that requires knowledge of a specific artwork or investigation of them. For example: Find a building that has different angles in its surface than 90° … 2.7.2 EXPERIENTIAL LEARNING In 1938 John Dewey wrote a book, titled Experience and Education and it is said to be a foundation for discussions of experiential learning. In Dewey's experiential learning theory, everything occurs within a social environment. Knowledge is socially constructed and based on experiences. This knowledge should be organised in real life experiences that provide a context for the information. The teacher's role is to organise this content and to facilitate the actual experiences. The experiences are based on the capabilities and readiness of the learners. The quality of the experience is the most important component of the theory. Upon completion of an experience, learners have the knowledge and the ability to apply it in differing situations (Roberts, 2003). David Kolb wrote a detailed research on experiential learning in 1984 titled Experiential learning. His theory was made by examining, researching and comparing three other pedagogical theoretics: the above-mentioned Dewey, Piaget and Lewin. Through experiential learning theory, he wanted to suggest a holistic perspective on learning that combines experience, perception, cognition and behaviour. He developed a theory for learning as a 4-stage cycle: concrete experience, reflective observation, abstract conceptualization and active experimentation. Learning is effective after the learner goes through the cycle. Learners can enter into the cycle at any time (Kolb & Kolb, 2013). Experiential learning is closely connected to hands-on learning or learning by doing. Main difference between those approaches is that experiential learning is taking a step forward and emphasises learning through a metacognitive process; pupils enter when reflecting on their actions. This way, knowledge is more deepened and has greater potential to be later transferred to everyday life situations. When learning is conceived as a holistic adaptive process, it provides conceptual bridges across life situations. It can serve also for portraying learning as a continuous, lifelong process (Kolb, 2014, p. 45). Experiential theory sees learning as a process whereby knowledge is created through transformation of experiences (Kolb, 1984, p. 38).
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