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Chapter 33 - Carnegie School Experiential Learning and Routine Dynamics
from Part IV - Related Communities of Thought
- By Claus Rerup, Bryan Spencer
Edited by Martha S. Feldman, University of California, Irvine, Brian T. Pentland, Michigan State University, Luciana D'Adderio, University of Edinburgh, Katharina Dittrich, University of Warwick, Claus Rerup, David Seidl
Book:

Cambridge Handbook of Routine Dynamics

Published online:

11 December 2021

Print publication:

16 December 2021, pp 445-459
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Summary

Given the centrality of experiential learning in the Carnegie School, we focus on how this form of learning provides an opportunity for deepening the relationship between the Carnegie School and Routine Dynamics. Experiential learning is central to Routine Dynamics because the flow and progression of routines emerge from experiential learning like processes of taking action, evaluating the results of those actions, and, if necessary, making adjustments to future actions.