RETHINKING KOLBS THEORY OF EXPERIENTIAL LEARNING IN MANAGEMENT EDUCATION - THE CONTRIBUTION OF SOCIAL CONSTRUCTIONISM AND ACTIVITY THEORY

This article seeks to critically evaluate Kolb's theory of experientia l learning from social constructionist and activity theory perspective s. It is suggested that while experiential learning theory has been ex tremely influential and useful in management education it is rarely se en as problematic. The article goes on to argue that Kolb's experienti al learning theory can be placed within the cognitive psychological tr adition; a tradition that overlooks or mechanically explains the socia l, historical and cultural aspects of self, thinking and action. Activ ity theory is then described (but also drawing on more recent social c onstructionist perspectives) and offered as an alternative way of unde rstanding these three aspects. Using this approach, experiential learn ing theory is reconceptualized with particular reference to the learni ng cycle and managerial identity. It is concluded that learning can be viewed as an argumentative and rhetorical process in which the manage r acts as a practical author.