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Learning Model of Kurt Lewin

By Cynthia Joffrion
Dated: Jul 23, 2010

Kurt Lewin expanded on Dewey’s Experiential Learning Model to include group dynamics and action
research

Kurt Lewin expanded on Dewey’s Experiential Learning Model to include group dynamics and action
research. Potter (2009) brings attention to the fact that both Dewey’s and Lewin’s model view the learning
experience as unique to each individual; however, Lewin extended the concept to include group interaction
dynamics. He believed that the interactions occurred within groups during the learning process, and this
interaction created dialectic tension. The dialectic tension and conflict between immediate concrete
experience and analytic detachment can facilitate learning (Kolb, 1984, p.45). Furthermore, by reviewing
the learning experiences and discussing the experiences in a group, different perspectives can be presented,
analyzed, debated, and discussed. This interaction provides an environment which encourages creativity
but at the same time uses the learning group interactions as a construct of the process.
Building on his work of experiential learning and group interactions, Lewin developed action research,
laboratory training and training group models. The models were based on a feedback and review process of
a group experience or learning event and are used to describe social learning and the problem-solving
process. Lewin characterized the models as having a cycle of action, which provides “a continuous process
of goal-directed action and evolution of the consequences of that action (Kolb, 1984, p. 21). This approach
offers the learner options for directing behavior and increasing understanding of group development and
group dynamics.
Lippit (1949) explains that Lewin’s Action Research Model is the most widely known of all
models. This has been widely used within education and business settings primarily because the main
constructs of the model’s design focuses on the promotion of productive group work and social interaction.
Lewin explained that action research is used to study the effects of various forms of social action and
research leading to social action. In fact, Carr and Kemmis (1986) describe action research as a form of
self-reflective inquiry which is carried out in social situations (p. 162). The model allows for learners to
interact within learning experiences in the actual context that would normally confront them. This model
can be an effective tool in promoting change because of its design, which encourages social action and
problem solving.
Basically, problem solving and social learning are non-linear processes. In fact, Lewin (1948) described
these processes as continuous. In support, Kolb (1984) explained that the entire process has a cycle of
action, which provides “a continuous process of goal-directed action and evaluation of the consequences of
that action (p. 21). The benefit of the cycle approach is that it offers members of the group options for
directing behavior and increasing understanding of group development and group dynamics. Also, it offers
the learner continuous opportunities to engage in and be active with the approach.
The Action Research Model requires the learner to take an active role in the learning process as well as the
review process. For example, if a learner is engaged in a learning experience with a group, he is
encouraged to learn from his own and other immediate experience. Students learn from the experience by
gaining accurate and open information about the experience and engaging in a shared process of making
sense of events. The group tension brings an added dimension of interaction; however, the focus is on the
interaction itself, as well as on the group dynamics and problem solving.
Overall, Lewin's research focused on solving social problems. Lewin was very interested in the human
aspect of change. His model propelled extensive studies targeting factors that influence individuals to
change. Lewin continued to work on the change process and developed a three-stage theory to frame it.

Category Education, Research

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