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首页> 外文期刊>Development and Learning in Organisations >Do we really want all learning to be experiential? The hot stove effect
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Do we really want all learning to be experiential? The hot stove effect

机译：我们真的希望所有学习都是体验式的吗？热炉效果

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James March and Jerker Dennell wrote a neat piece about learning, based on an original idea from Mark Twain. The latter said that if a cat jumps on a hot stove it will never do it again. The problem is that it also won't jump on a cold one - and that may not be a good idea as it limits the cat's range of options. The "hot-stove effect" has relevance in our field. Experiential learning of this kind limits the possibilities for learning other things. If people have a bad experience in, say, learning mathematics they may generalize to believe that they can never learn any mathematics. Presented with a business problem requiring the use of numbers they may remember bad classroom experiences at school and therefore shy away from learning something that would otherwise be eminently learnable. Generalizing from experience and developing personal theories based on a reflection on one's experience can lead to poor and limited learning. Far from the person progressing from experience through reflection and generalization (theory) to active experimentation the experience can block such active future learning. As with the cat.
机译：詹姆斯·马奇（James March）和杰克·丹尼尔（Jerker Dennell）根据马克·吐温（Mark Twain）的初衷写了一篇关于学习的简洁文章。后者说，如果猫跳上热炉，它将再也做不到。问题在于它也不会跳得太冷-这可能不是一个好主意，因为它限制了猫的选择范围。 “热风效应”在我们的领域中具有现实意义。这种体验式学习限制了学习其他事物的可能性。如果人们在学习数学方面有不好的经验，他们可能会普遍认为他们永远不会学习任何数学。遇到需要使用数字的业务问题，他们可能会记得在学校的糟糕课堂经历，因此回避学习本来可以学到的东西。从经验中总结出来，并根据对自己的经历的反思发展个人理论，可能会导致学习能力有限和局限。从经历通过反思和归纳（理论）到积极实验的经历发展的人远远不能阻碍这种积极的未来学习。和猫一样。

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