The Experiential Learning Theory best explains why adults learn because as adults we build upon our experiences to continue learning additional knowledge; we reflect on our experiences and evaluate how new knowledge affects our paths; and as adults our identities are often defined by our experiences.
Malcolm Knowles recognized the value of experience in adragogy and stated his second assumption of adult learning to be "An adult accumulates a growing reservoir of experience, which is a rich resource for learning" (Merriam, Caffarella & Baumgartner, 2007, p.84). Merriam et al. also cite John Dewey who stated that "all genuine education comes about through experience" (p. 162) and Lindeman who stated that "the resource of highest value in adult education is the learner's experience" (p. 161).
The Experiential Learning Theory recognizes the value of experience in adult learning. As adults, our past learning (our past experiences) affect how we learn, why we learn; and often what we learn. Past experience must be recognized. Instructors need to recognize the experience that adult learners bring to the classroom and should use it as a tool. Adults want to and should be recognized for their experiences. The instructor who has been teaching for many years could be a very valuable resource and mentor to a new instructor. In our society, we value experience. What question does everyone want to know when they have a problem or issue and are in need of a doctor, a surgeon, a mechanic, a builder, a teacher for their child.... How much experience do they have? Experience matters. We value it and we recognize the impact it has.
Reference:
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide (3rd ed.), San Francisco; Jossey-Bass.
