ABSTRACT
This chapter seeks to re-conceptualise experiential learning with a focus upon its relationship with outdoor and adventure education. The application of an experiential learning cycle to outdoor and adventure education can be traced to the work of Drasdo and Parker and Meldrum, both of which borrowed the concept from the work of Lewin. A number of detailed critiques of learning cycles per se have appeared since Kolb's model surfaced. It would be fallacious to argue that simplistic models invariably result in simplistic practice, for practitioners are not bound by the simplicity of the model. Despite the domination of Kolb's learning cycle, a number of authors do elude to a need for a wider theoretical framework which acknowledges the importance of Dewey's thinking. Crucially, as a result of misrepresentations of Kolb's theoretical model, an important element is omitted. Kolb never implied that experiential learning was only to be represented by the outer circle.
