Educators

Group Member	Assignment Role	Commented On
Dawn Fewell	Synthesize & Write Bush’s essay. Compile final essay	Group 4
Kathryn Brady	Research & Summarize Barbara Bush	Group 1
Kimberly Neal	Blog. Research & Summarize David Kolb.	Group 1, Group 2
Oscar Guajardo	Synthesize & Write Kolb’s essay	Group 1

David A. Kolb

David Kolb is an American social psychologist born in 1939. He earned a bachelor’s degree from Knox College in 1961; a master’s degree from Harvard University in 1964; and a Ph.D. with a concentration in Personality Research in 1967 (Cherry, 2016).  Dr. Kolb is also an educational theorist. The focus of his work in the field of Adult Education specializes in experiential learning, individual and social change, career development, and executive and professional education (Vliet, 2014). In 1965, he began working as professor and a researcher at MIT (Massachusetts Institute of Technology) in the Organizational Psychology and Management department. In 1976, he took a position as Professor of Organizational Behavior at Case Western Reserve University, where he remained until 2012. Currently, he is the chairman of Experience Based Learning Systems, Inc., a company he founded to research and advance the theory of experiential learning.
        David Kolb’s most outstanding contributions to the world of education and learning are the Kolb’s Learning Style Inventory (LSI) and the Experiential Learning Theory (ELT). The idea of experiential learning has been around for many years. Kolb’s dominant school of thought is based in Constructivism which states that “learners construct their own knowledge…learners actively engage in learning, rather than passively receive knowledge from experts…” (Cherry, 2016). The focus of Constructivism is cognitive development and deep understanding rather than behaviors or skills; it views learning as a multifaceted process that does not occur in a specific order throughout an individual’s life. In the early 1970’s, Dr. Kolb started to develop a contemporary theory on the subject. His Experiential Learning Theory is clearly based on the work of originators of the idea such as Jean Piaget, Kurt Lewin and John Dewey (Kolb, 1984, p. 21-25). For instance, Dewey recognized the link between education and experience, and he believed educators should not rely on methods involving rote memory and repetition, but rather take a student-centered approach that encouraged students to think for themselves and engaged them in practical, real-life experiences (University College Dublin, n.d.).  Moreover, Kurt Lewin’s thoughts concerning nature (predispositions) and nurture (experience/environment) also played a role in forming Kolb’s theory (Sherman, Schmuck, & Schmuck, 2004). 

In 1971, David Kolb published his Learning Style Inventory, a test designed to assess which learning style learners have and help them determine the best way to learn from experience.  This tool still remains popular with educators today. The intention of Kolb’s LSI is to help learners understand their outlook towards learning; it is unique because it does not just focus on learning, but rather combines the act of learning with a psychological aspect of adult development. It views learning as a process and served as a research foundation, and validation, for Kolb’s theory. The LSI recognizes four learning styles: diverging, assimilating, converging, and accommodating. The preferred learning style is determined by the learner’s two most dominant modes on the learning cycle – see graph below (Kolb & Kolb, 2005).

In 1974, Dr. Kolb, in partnership with Roger Fry, proposed their theory of Experiential Learning which is based on the idea that learning is a "process whereby knowledge is created through the transformation of experience" (Cherry, 2016) and not just strictly a measure of cognitive function. The psychological development of an individual, including emotions, perceptions, and behaviors strongly influences learning.  Similarly, positively engaging students in an active learning environment that fosters creativity and cooperation is a far more effective tool than memorization or repetition. Kolb was aware of learning as a “holistic” process; involving cognitive function as well as the importance of feelings, perceptions, and behaviors. Moreover, Kolb recognized the impact of personality type, educational specialty, choice of career field, and one’s current job role and the task or problem they are currently working on in relation to learning style (Kolb & Kolb, 2005).

Adult Educators should be interested in Kolb’s ideas, theory, and models because they are a terrific tool to “…assist adult learners how to learn by helping them become aware of their own learning styles and then how to learn to develop the strategies that typify the styles in which are weak” (MacKeracher, 2004, p.82). Kolb’s self-assessment inventory can give adult learners the opportunity to understand their strong points and work on becoming more skillful in the style they are lacking by making a connection between experiences and new knowledge (Cherry, 2016). For educators, a “learning style” test or cycle is important because they become aware that people learn in different manners and can help to make learners more effective if they can recognize their preferred style.  Educators may become sensitive to the importance of designing curriculum and activities that address each of the stages of the learning cycle, and guide learners through the entire process (McLeod, 2013).

Kolb’s theories assert that learners have a preference for learning and that these preferences convene in two ranges: the perception and processing of information. Perception range fluctuates from thinking to feeling; on the other hand, the processing range fluctuates from doing to watching (see graph below). In simple terms, according to this assumption, people tend to prefer one style more than the other (MacKeracher, 2004, p.83). In a lesson with a diversity of styles, learners would benefit greatly from an educator using Kolb’s Learning Styles Cycle because he/she would involve students in “specific experiences.”

               For example, and adult educator could start a lesson in the “feel & watch” (diverging) learning style presenting and explaining ideas and principles while learners observe and reflect on the presentation. Next, the educator could move to the assimilating style (watching & thinking) style, this way learners would use the information to work out possible obstacles and answer questions. Then, in the “thinking and doing” (converging) learning style, it would be time for learners to have a practical, hands-on, application of what they are learning. Finally, for the accommodating (doing & feeling) style, learners could have a discussion about their reactions, views, and experiences regarding the presented information in order to bring everything together.  According to Mackeracher, “…learners prefer to start with the learning activity they are most comfortable with and to avoid those they see as difficult or that they like the least” (p. 83). So, an educator can become a guide that chooses a course of action that does not frustrate or develop complications for learners who prefer a certain way of learning.  Therefore, the example given above tries to follow a progression in order to guide learners to experience and practice on lacking skills.  

            Publication of Kolb’s book, Experiential Learning: Experience as the source of learning and development, in 1984 was truly the starting point for his influence in adult education.  The book is still widely popular today; plus, he has authored and co-authored numerous journal articles, books, technical publications, educational materials, and has several broadcasted interviews. Kolb’s theories have been utilized in several disciplines, not just limited to education.  His ideas have influenced research in Management, Psychology, Medicine, Nursing, Accounting, Law, and others (Kolb, Boyatzis, & Mainemelis, 1999).

Kolb’s theory is important in adult education for both the educator and the learner.  Adult learners have a diverse amount of experiences and reflecting on those experiences molds the learner’s outlook on performing tasks or learning information. Reflecting helps learners retain the knowledge they have learned, and educators acknowledging the experiences of learners could serve as the foundation for others to learn as well.

Barbara Bush

Barbara Bush was inducted into the International Adult Continuing Education Hall of Fame in 1997.  This honor was given to her for her continuous work in fighting illiteracy in America.  Barbara was chosen as the leading adult and community educator because of her relentless work with illiteracy for both adult and children.  This work has continued to this day.  Her endeavors began when her husband, George H.W. Bush, became president of the United States from 1989-1993. 

            Barbara Bush was born in New York City, New York on June 8, 1925 to Marvin Pierce and Pauline Robinson Pierce.  Her mother was killed in a car accident in 1949, and her father remarried in 1952.  Barbara was the third child of four with one sister and two brothers.  (First Lady Biography: Barbara Bush, 2017).  In Rye, New York she attended Milton Public School in from 1931-1937 and Rye County Day School from 1937-1940 (First Lady Biography: Barbara Bush, 2017).  From there she attended a boarding school at Ashley Hall in South Carolina where at a dance she met George Bush (Black, 2009).  George was a senior at Phillips Academy in Andover, Massachusetts.  The two became a couple and then engaged just as he was going to war as a Navy torpedo bomber pilot just one and half years after they met (Black, 2009).  While George was away Barbara attended Smith College from 1943-1944, but dropped out when he returned on leave.  They were married two short weeks later on January 6, 1945 (Black, 2009). 

            Barbara’s father was the one who sparked her interest in reading.  Mr. Pierce worked for McCall Corporation and later became president of the publishing company (Black, 2009).  Barbara remembers her family members all enjoyed reading and would often be engrossed in a good book in the evenings (First Lady Biography: Barbara Bush, 2017).  Her mother and father both encouraged reading and this most likely influenced her advocacy in literacy later. 

            Barbara and George had six children, four sons and two daughters.  One daughter, Robin, died at the age of two.  After George’s time in the Navy, they moved to Texas where he went into the oil business (First Lady Biography: Barbara Bush, 2017).  This work required the family to move many times of the years with them settling back in Texas (First Lady Biography: Barbara Bush, 2017).  Barbara’s life was centered around her children and volunteering during this time period.  Her daughter’s death from leukemia and her son Neil’s diagnosis of dyslexia started her interest in cancer research and reading literacy issues (First Lady Biography: Barbara Bush, 2017). 

            Even though Barbara’s interest in reading began early in her childhood and her interest in illiteracy began with her son Neil’s issues with dyslexia, her active role began when her husband became the Vice President under Ronald Regan (First Lady Biography: Barbara Bush, 2017).  In an USA Today interview for the 25^th anniversary of the Barbara Bush Foundation for Family Literacy, Barbara expressed that with her opportunity in the White House she wanted to “call attention to the importance of parents reading and teaching their kids to read” (Bello, 2014).   Her work in literacy continued through her husband’s presidency and continues today.  She started her own literacy organization, the Barbara Bush Foundation for Family Literacy.  The goal of the foundation has always been “to help mothers realize their strength as their child’s first teacher” (Bello, 2014).  Whether or not a child’s mother has graduated from high school is a strong indicator of whether the children will graduation from high school later (Bello, 2014). 

            The Barbara Bush Foundation for Family Literacy was Barbara’s main contribution to adult education.  Within the foundation there are many works which has benefited literacy education for both children and adults.  The Barbara Bush Foundation for Family Literacy website (http://barbarabush.org/) lists the following benefits the foundation has on education:

·         Advocacy – the foundation is the leading advocate for family literacy and encouraging others to start programs.

·         Family Literacy – Encouraging parents to read to their children and provide help for parents who cannot read themselves. 

·         Mentoring – “Teen Trendsetters” program which are high school students who mentor 1^st, 2^nd, and 3^rd grade students who are 6 months or more behind in reading.

            The impact the foundation has had on literacy is huge.  In 2014, the organization funded 1,500 literacy programs and provided grants from $25,000 to $125,000 in all 50 states (Bello, 2014).  The Barbara Bush Foundation for Literacy is the leading advocacy for literacy and the testimonies on their website prove the power impact Barbara’s passion for literacy has done for so many people.

References

Bello, M. (2014, March 5). Bush foundation celebrates 25 years of family literacy. USA Today.     Retrieved from: http://www.usatoday.com/story/news/nation/2014/03/05/barbara-bush-        foundation-25-years-anniversary/6084981/

Black, A. (2009). The first ladies of the United States of America.  Barbara Pierce Bush.  Retrieved from: https://www.whitehouse.gov/1600/firstladies/barbarabush.

Chapman, Alan (2005-06) - adaptation & design; Retrieved from: http://www.businessballs.com/freepdfmaterials/kolb_learning_styles_diagram_colour.pdf

Cherry, Kendra (2016, September 19). David Kolb Biography. Retrieved from     www.verywell.com: https://www.verywell.com/david-kolb-biography-2795505

Experience Based Learning Systems, Inc. (n.d.). Retrieved from Learning From Experience:                 www.learningfromexperience.com.

First Lady Biography: Barbara Bush .  Retrieved from National First Ladies’ Library:                  http://www.firstladies.org/biographies/firstladies.aspx?biography=42.

Kolb, David (1984). Experiential learning: Experience as the source of learning and            development. Englewood Cliffs, NJ: Prentice Hall.

Kolb, D., Boyatzis, R., & Mainemelis, C. (1999, August 31). Experiential learning theory: Previous research and new directions. Cleveland, Ohio, United States.

Kolb, A., & Kolb, D. (2005, May 15). Experience based learning systems, inc. Retrieved from www.learningfromexperience.com: learningfromexperience.com/media/2010/08/Tech_spec_LSI.pdf.

MacKeracher, D. (2004). Making sense of adult learning. Toronto: University of Toronto Press.

McLeod, S. A. (2013). Kolb-Learning Styles. Retrieved from www.simplypsychology.org: http://www.simplypsychology.org/learning-kolb.html.

Sherman, L., Schmuck, R., & Schmuck, P. (2004, September 10-12). Kurt Lewin's contribution to the theory and practice of education in the United States. Symposium presentation to the International Conference on Kurt Lewin: Contribution to Contemporary Psychology. Mogilno, Poland.

University College Dublin. (n.d.). Education theory: Constructivism and social constructivism.      Retrieved from Open Education Resources of UCD Teaching Learning, University          College Dublin:

http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivim

Vliet, V. (2014, September 16). David Kolb. Retrieved from www.tooshero.com:                 http://www.toolshero.com/toosheroes/david-kolb/