000			01728pab a2200157 454500
008			180718b2004 xxu||||| |||| 00| 0 eng d
100			_aChakravarty, A.N.
245			_aExperiential learning cycle: the new emphasis
260			_c2004
300			_ap.60-73.
362			_aJan-Mar
520			_aThis paper attempts a nutshell presentation of the new emphasis on "continued learning for development" approach through experiential learning cycle, experienced by the author while participating in a trainers' training workshop at the Institute for Development Policy and Management (IDPM), University of Manchester (August 2002). The new experience on trainers' training has been a shift from the historical role of pedagogue and educator to the contemporary competence of experiential trainer. This shift has revealed a move away from relying dependently upon known things that are teachable towards feeling dependable in making unknown things learnable. While professionalism in training, exemplified by the systemic approach, has been important for a number of decades, specific weaknesses of the approach are identified through outcomes. The shift from a 'training' to 'learning' paradigm and from 'learning' to a 'learning to learn' paradigm is indicative of the newer approach. A model derived from assumptions of how adults might learn from the use of their own and others' experience, depicts, within a single theoretical infrastructure, different practice variables of training design. These include learning emphases or methods, trainer stance and interventions, and learner readiness and learning blocks. - Reproduced.
650			_aTraining
773			_aIndian Journal of Training and Development
909			_a60486
999			_c60486 _d60486