Stories

The famed educational philosopher John Dewey wrote, “we do not learn from experience; we learn from reflecting on experience.” This is an important distinction, especially for a school like ours that values experiential education. We know students learn best when they engage with real-world challenges; experience truly is a profound teacher.

But as Dewey notes, reflecting on and learning from experience is what fosters student growth and understanding, and excellent teachers facilitate ample student reflection. Teachers know lessons become more meaningful and relevant when students think about their experiences.  

For example, a science lesson built around observing a particular ecosystem is valuable in and of itself. Students will certainly learn from this experience – its novelty is compelling, as is being in nature and carefully observing what is happening. It is the post-experience reflections, however, that help students make sense of their observations, compare notes with other students, and deepen their understanding.

Perhaps the most valuable experiential learning comes from failure and making mistakes. Failure is an inherent part of life and can lead to real learning and understanding, but it becomes fully instructive only when reflected upon. Dewey has it right – we learn by doing and then learn even more by reflecting on our experiences.

Children are naturally primed for reflection because they want to make sense of their experiences and do so by asking lots of questions. Good teachers know that asking and answering questions is at the heart of excellent teaching, and parents, who may sometimes wilt at the frequency of questions from their children, simply need to remember that children just want to understand themselves and the world in which they live. 

We – parents and teachers – can help children gain this understanding by being aware of the power of reflection. It boils down to a simple formula: experience + reflection = understanding.