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David Allen Kolb was born on December 12, 1939, in Moline, Illinois, in what he described as a “small midwestern farm town.” Partly due to the influence of his mother, Kolb developed an interest in learning and ideas from an early age, standing out among his peers who did not seem very interested in education at the time. His first encounter with experiential learning occurred in the 6th grade when his teacher organized a United Nations forum simulation where students picked countries to represent—an experience that remains vivid in his memory despite occurring roughly 70 years ago. Initially wanting to become a minister, Kolb later developed doubts about organized religion, particularly disturbed by indoctrination practices, but never lost his desire to help people and eventually decided that psychology was a means to accomplish that goal.

Kolb earned his BA from Knox College in 1961 with a degree in psychology, philosophy, and religion, followed by his MA and Ph.D. from Harvard University in 1964 and 1967, respectively, in social psychology. In 1965, he began working as an Assistant Professor of Organizational Psychology and Management at the Massachusetts Institute of Technology (MIT) Sloan School of Management, where he was promoted to Associate Professor in 1970. During his time at MIT, Kolb developed an interest in finding the “best fit” for individual learners, which eventually blossomed into his theory of experiential learning. In 1976, he joined the faculty at Case Western Reserve University as a Professor of Organizational Behavior in the Weatherhead School of Management, where he is currently Emeritus Professor.

Kolb is the founder and chairman of Experience-Based Learning Systems (EBLS), an organization he established in 1980 to advance research and practice on experiential learning. He is best known for developing the Experiential Learning Model (ELM) in the early 1970s with Ron Fry, composed of four elements: concrete experience, observation and reflection on that experience, formation of abstract concepts based upon the reflection, and testing the new concepts. His Learning Style Inventory (LSI) has become one of the most widely used tools for assessing learning preferences in education and organizational development. Throughout his career, Kolb has received several research awards and four honorary degrees recognizing his contributions to experiential learning in higher education.

David Kolb's most significant contribution to education was developing the Experiential Learning Model (ELM) in the early 1970s with Ron Fry, composed of four elements: concrete experience, observation and reflection on that experience, formation of abstract concepts based upon the reflection, and testing the new concepts. This model revolutionized educational thinking by establishing that learning is fundamentally an experiential process rather than a passive absorption of information. Kolb's famous definition states that “learning is the process whereby knowledge is created through the transformation of experience,” emphasizing that knowledge results from both grasping experience and transforming it into meaningful understanding.

The theory is built around a four-stage Experiential Learning Cycle that flows from Experiencing (Concrete Experience) to Reflecting (Reflective Observation) to Thinking (Abstract Conceptualization) to Acting (Active Experimentation). What makes this model particularly powerful is its recognition that learning is a cyclical process rather than a linear progression, where individuals can enter the cycle at any stage depending on their preferences and the situation. This cyclical nature acknowledges that effective learning involves moving through all four stages, creating a continuous spiral of development and understanding.

Kolb's experiential learning theory has had profound implications for educational practice, demonstrating that effective learning occurs when students are actively engaged with real experiences, given time to reflect on those experiences, encouraged to form theoretical understanding, and provided opportunities to test their new knowledge in practical applications. This approach has transformed fields ranging from management education to clinical training, emphasizing the importance of hands-on learning and reflective practice in developing both competence and understanding.

Kolb's development of learning style assessment tools represents a groundbreaking contribution to personalized education and training. He created the Learning Style Inventory (LSI), one of the first tools developed for assessing learning preferences and still widely used today. The LSI was revolutionary because it provided educators and learners with a systematic way to understand individual differences in how people process information and learn most effectively. The model is built upon two continuums: Active experimentation ↔ Reflective observation, and Abstract conceptualization ↔ Concrete experience, creating a comprehensive framework for understanding learning preferences.

From these continuums, Kolb identified four distinct learning styles that have become fundamental to educational practice. Divergers are imaginative learners who excel at viewing situations from multiple perspectives and value experience and reflection. Assimilators favor reflective observation and logical analysis, preferring to understand theoretical models before taking action. Convergers are practical learners who synthesize theory and practice effectively, excelling at finding practical applications for ideas. Accommodators are hands-on learners who rely on intuition rather than logic, preferring to learn through trial and error and direct experience.

Building on this foundation, Kolb later developed the Kolb Experiential Learning Profile (KELP), which describes nine different ways of navigating the learning cycle, providing even more nuanced understanding of individual learning preferences. These assessment tools have been widely adopted across educational institutions, corporate training programs, and professional development initiatives. The significance of Kolb's learning styles work lies not just in categorizing learners, but in helping educators design more inclusive and effective learning experiences that accommodate different learning preferences while encouraging learners to develop competency across all styles.

Kolb's impact on organizational and professional education has been transformative, beginning with his founding of Experience Based Learning Systems (EBLS) in 1980 to advance research and practice on experiential learning. Through EBLS, Kolb developed numerous experiential exercises and self-assessment instruments that have become standard tools in corporate training and professional development. Notably, he created the Kolb Educator Role Profile, specifically designed to help educators apply experiential learning principles in their work, bridging the gap between theory and practical application in educational settings.

His application of experiential learning theory to organizational behavior and management education has fundamentally changed how professionals are trained and developed. Kolb recognized that traditional lecture-based approaches were insufficient for developing the complex skills needed in professional environments. Instead, he advocated for learning approaches that combine real-world experience with structured reflection and theoretical understanding. This approach has been particularly influential in fields such as leadership development, team building, and organizational change management.

The interdisciplinary nature of Kolb's approach has made his work valuable across diverse fields including career guidance, counseling, and organizational development. His learning style assessments have been used not only to improve training effectiveness but also to enhance team composition, career planning, and personal development. The practical applications of his work have helped organizations create more effective learning environments, improve employee engagement, and develop more competent and adaptable workforces. Through EBLS and his extensive consulting work, Kolb has demonstrated that experiential learning principles can be successfully applied at scale in complex organizational settings.

Throughout his distinguished academic career, Kolb has served as a professor at some of the most prestigious institutions in the United States, including MIT Sloan School of Management and Case Western Reserve University's Weatherhead School of Management, where he is currently Emeritus Professor of Organizational Behavior. His academic leadership has been characterized by his ability to bridge theoretical research with practical application, making complex psychological and educational concepts accessible and useful for practitioners. His teaching and mentoring have influenced countless students who have gone on to apply experiential learning principles in their own careers and organizations.

Kolb's scholarly output has been both prolific and influential, with numerous books that have become foundational texts in education and organizational development. His seminal work “Experiential Learning: Experience as the Source of Learning and Development” established the theoretical foundation for the field, while later works like “How You Learn Is How You Live” and “Conversational Learning” have expanded the application of experiential learning principles to personal development and knowledge creation. These publications have been widely cited and translated, spreading experiential learning concepts globally across multiple disciplines.

The recognition of Kolb's contributions through several research awards and four honorary degrees reflects the significant impact of his work on higher education and professional development. His research has built upon and extended the work of educational pioneers such as John Dewey, Kurt Lewin, and Jean Piaget, creating a comprehensive and practical theory that has stood the test of time. Kolb's legacy in academic and research leadership lies not only in his theoretical contributions but also in his demonstration that rigorous research can be translated into practical tools and methods that improve learning and development outcomes for individuals and organizations worldwide.

• Kolb, D. A., Rubin, I. M., & McIntyre, J. M. (1974). Organizational Psychology: A Book of Readings.
• Kolb, D. A., & Fry, R. E. (1975). Toward an applied theory of experiential learning. In C. Cooper (ed.), Theories of Group Process. London: John Wiley.
• Kolb, D. A. (1976). The Learning Style Inventory: Technical Manual. McBer & Co, Boston, MA.
• Kolb, D. A. (1976). Management and the learning process. California management review, 18(3), 21-31.
• Kolb, D. A. (1981). Learning styles and disciplinary differences. The modern American college, 1(January 1981), 232-235.
• Kolb, D. A. (1981). Experiential learning theory and the learning style inventory: A reply to Freedman and Stumpf. Academy of management review, 6(2), 289-296.
• Kolb, D. A. (1983). Problem management: Learning from experience. The executive mind, 28.
• Kolb, D. A., Rubin, I. M., & McIntyre, J. M. (1984). Organizational Psychology: Readings on Human Behavior in Organizations.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
• Kolb, D. A. (1995). Organizational Behavior: An Experiential Approach.
• Kolb, D. A., & Kolb, A. Y. (2007). Kolb Learning Style Inventory: LSI Workbook. HayGroup.
• Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning style?. International Journal of intercultural relations, 33(1), 69-85.
• Kolb, A. Y., & Kolb, D. A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation & gaming, 40(3), 297-327.
• Peterson, K., & Kolb, D. A. (2017). How you learn is how you live: Using nine ways of learning to transform your life. Berrett-Koehler Publishers.
• Kolb, A. Y., & Kolb, D. A. (2017). The Experiential Educator: Principles and Practices of Experiential Learning. EBLS Press.

https://reviewing.co.uk/research/experiential.learning.htm

Theoretical and Methodological Issues

Over-simplification and Rigid Structure: Clare Forrest's critique highlights four key issues with Kolb's theory, noting problems with the rigid four-stage cycle structure and questioning whether the model adequately represents the complexity of real learning processes. Critics argue that the neat, cyclical progression doesn't match how people actually learn through experience, which is often more chaotic, non-linear, and contextually dependent.

Lack of Empirical Validation: Several critiques question the empirical foundation of Kolb's model, pointing out that relatively few studies have been conducted to test its predictions, and those that exist often fail to provide strong support for the theory's core assumptions. The model has been criticized for being more intuitive than scientifically rigorous.

Learning Styles Inventory Concerns

Reliability and Validity Issues: Critics have raised significant doubts about the validity and reliability of Kolb's Learning Style Inventory (LSI), noting that as a self-report measure, results are based solely on how learners rate themselves and are therefore questionable. The inventory has been criticized for stereotypical applications that don't reflect the complexity of individual learning preferences.

Limited Cultural and Demographic Testing: The model has been criticized for insufficient testing across different cultures, age groups, educational levels, and socio-economic backgrounds, raising questions about its universal applicability and cross-cultural validity.

Philosophical and Conceptual Criticisms

Individualistic Focus: John Heron's critique in “Feelings and Personhood: Psychology in Another Key” (1992) includes a four-page analysis questioning Kolb's individualistic approach to learning and its neglect of social and emotional dimensions. Critics argue that the model overemphasizes individual cognitive processes while undervaluing collaborative and social learning.

Neglect of Power Relations and Context: Russ Vince's “Behind and Beyond Kolb's Learning Cycle” identifies five key issues that constitute a fundamental critique, questioning the model's failure to address power relations, organizational politics, and broader social contexts that influence learning.

Alternative Models and Fundamental Challenges

Complete Theoretical Rejection: Miriam Webb's “A Definitive Critique of Experiential Learning Theory” presents one of the most comprehensive challenges, questioning the entire foundation of Kolb's model rather than suggesting mere adjustments. This represents a fundamental critique that argues for completely different approaches to understanding experiential learning.

Dialogical Alternatives: The Dialogical Experiential Learning Model (DEL) proposed by Desmond and Jowitt offers an alternative that invites “facilitators and participants to be more curious about the experience of working in a specific context, while recognising it will be subject to change”, presenting a more flexible and context-sensitive approach.

Contemporary Critiques

Questioning Learning Styles Paradigm: Recent critiques, such as the question “Should we be using learning styles?” represent broader skepticism about the entire learning styles approach, not just Kolb's specific model. These critiques challenge whether categorizing learners into distinct styles is helpful or potentially harmful to educational practice.

Reflective Practice Limitations: Modern critiques challenge “longstanding assumptions about the radical autonomy of learners, about 'direct experience,' and about the centrality of independent, cognitive reflection in experiential learning”, suggesting that Kolb's emphasis on individual reflection may be misplaced.

Despite these extensive critiques, the article notes that Kolb's theory remains influential partly due to the “water-cooler effect” - if you want to discuss experiential learning theory, “it is difficult to do so without gravitating towards the Kolbian water-cooler”. This suggests that while heavily criticized, Kolb's work continues to serve as a foundational reference point for the field, even for those who fundamentally disagree with his approach.