Experiential knowledge is a type of knowledge that involves an individual’s direct experience of a phenomenon, process, or event. It is often acquired through direct experience or personal observation and is typically more subjective and context-dependent than other forms of knowledge. This type of knowledge is important for problem solving, decision making, and creative thinking in many fields, including psychology, education, and business.
Kolb (1984) was one of the first to study experiential knowledge, defining it as “the process through which knowledge and understanding are acquired through direct experience of facts, events or situations.” He suggested that there are four stages of experiential learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation. He argued that these stages are cyclical and that knowledge is acquired through a combination of the four.
More recently, experiential knowledge has been studied in the context of creativity and problem solving. For example, Binks and Ennis (2006) proposed a model in which creative problem solving is viewed as a process involving three elements: problem identification, problem-solving strategies, and the generation of creative solutions. They suggested that experiential knowledge is critical for successful problem solving, as it is necessary to accurately identify the problem and effectively use problem-solving strategies.
Experiential knowledge has also been studied in the field of education. For example, Dewey (1938) argued that experiential learning has the potential to foster deeper understanding of a concept or problem than can be achieved through traditional instruction. He proposed that, in order to maximize learning, instruction should involve active participation and include opportunities for students to apply their knowledge in meaningful contexts.
Overall, experiential knowledge is an important type of knowledge that is acquired through direct experience and is essential for problem solving, decision making, and creative thinking. It is especially important in fields such as psychology, education, and business, where the ability to identify problems and generate creative solutions is critical.
References
Binks, M., & Ennis, D. (2006). Creative problem solving: A model for experiential knowledge acquisition. Creative Education, 7(1), 1-10.
Dewey, J. (1938). Experience and Education. New York, NY: Touchstone.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.