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How to Learn From Experience: What Are the Implications of Experiential Learning?

Tony is a writer and photographer who lives in Pretoria, South Africa.

The Way We Learn

Does the way we learn have more impact on society than what we learn? Does our preferred learning style say anything about how we relate to each other and the demands of social life?

My impression is that the answer to both questions is “yes,” though perhaps not an unqualified “yes.”

When I think back to my years at school, which in the moment I hated, I remember mostly being frustrated and irritated by teachers who assumed that they knew what was best for me, that they knew how and what I should learn.

The things I learned during those years that have stayed with me, that still make an impact on my day-to-day life, I learned not from teachers, but from my friends and their families, from my interactions with them and the members of my own family. I remember more about teachers than what they taught me.

Only as an adult, rather fleetingly at university, then more and more clearly as I was exposed to working life, did I become sure that I knew how I preferred learning, and that I could make choices about what to learn, and that it was my right to make such decisions.

One of the first experiences of real learning in a classroom that I can remember happened in my first year at Stellenbosch University. It happened in the first-year philosophy course that I took. And only from one of the lecturers involved in that course, Dr (later Professor) Johan Degenaar.

Dr. Degenaar came into the lecture room (he took us for only one period a week) on the first Friday morning of the semester and asked us to write down our own definition of the “soul”. I was astounded. Here was the “teacher” asking us what we thought – it was an almost literally mind-blowing experience. He was not telling us what he thought, in the expectation that we should all think the same, but he was asking us how we saw something. Amazing!

The discussion which followed this was interesting, especially in the light of the fact that Stellenbosch was an explicitly “Christian” university, and so the expectation was that we students should all accept an explicitly “Christian” understanding of the soul. For a lecturer to open this up for discussion was radical.

Almost 50 years after that experience, I still remember it and something about what I wrote in response to Degenaar's question. Of the other lecturers who “taught” me during that year, I remember that they “taught” me the history of Greek philosophy, but I remember little of that history and absolutely nothing of those lecturers. And most of what I remember about Greek philosophy is what I have subsequently read for my own interest.

I took further courses with Dr. Degenaar in subsequent years, and they were all in the discussion format. There was little “lecturing” at us but far more involvement of us all in a process of mutual discovery in which we learned a lot about each other and the important issues of the day. The excitement of discovery stays with me.

It took another nearly 20 years for me to get a deeper understanding of what had happened in that lecture hall, to be able to put a theoretical framework around the experience. It happened that in 1980 I met and worked with another doctor, this time of medicine, who helped me learn a great deal about the process of learning and the implications for individuals and society of that process.

The person who introduced me to the theory of experiential learning was Dr. Peter Cusins, at the time a director of the Centre for Continuing Medical Education (CME) at the medical school of the University of the Witwatersrand in Johannesburg.

Peter employed me as an administrator at the Centre but very soon began to involve me in the educational side as well. He had studied Adult Education at Manchester University and was deeply committed to experiential education.

“Experience is the adult learner's living textbook.”

— Eduard C. Lindeman

Peter Cusins

Peter Cusins


So What Is “Experiential Education”?

No doubt, many people believe in the saying that experience is the best teacher. It is a popular saying and yet, like many popular sayings, is only partially true. Certainly, we can learn from our experiences, but only if we do something with the experiences. Just experiencing them is just additive–we are simply having more and more experiences.

Experiential education or, as I prefer to call it, experiential learning, has its basis in a particular understanding of what learning is and how it happens. Peter developed a definition of learning: “Learning is a more or less permanent change in behaviour or knowledge that comes about through disciplined reflection on experience.”

Analysing this definition will start to show how radical it really is. The first thing to notice is that learning leads to change. The implication is that if there is no change, learning has not happened. We do not learn for the sake of learning but for the sake of changing. If nothing changes as a result of our learning, what have we learnt for?

The second important factor is that the learning happens not because of what a “teacher” or “lecturer” says but because of what the learner does. The way we express this in theoretical terms is that in the traditional, teacher-centred model of learning, the construct precedes the experience, while in experiential learning, the experience precedes the construct. The construct is developed out of the experience.

Thirdly, then, the development of the construct happens through the process of a “disciplined reflection” on the experience.


Relationships and Learning

All of this implies that the traditional teacher-learner relationship is radically altered. Traditionally learners have been seen as “empty vessels” waiting to be “filled” with learning given them by the teacher. The teacher is seen as the source of knowledge, while the learner is seen as lacking that knowledge. The characteristic of that relationship is one of dependence. The learner is dependent on the teacher for all his or her knowledge. The learner's experience and knowledge are discounted and usually ignored as irrelevant to what the teacher wants to teach.

In an experiential learning situation, the learner is responsible for his or her learning and so has a less dependent relationship with the “teacher,” usually called a “facilitator” in this situation. This is a crucial point in terms of the effect of the “how” of learning on the individual and, ultimately, on society.

The traditional way of teaching encourages dependence and encourages the learner to rely on the teacher for what to think and how to think. Compliance is rewarded and so independent and original thinking is not developed.

In experiential learning, the learner is encouraged to think for himself/herself, not to repeat the thought patterns of the teacher. This means that the teacher (facilitator)-learner relationship is very different. It is a more equal, open relationship with the facilitator standing metaphorically beside the learner providing support and constructive feedback rather than criticism or rewards.

In this way, in a sense, the relationship itself becomes the vehicle for learning, and the facilitator's skill set has to include a high level of communication skills (especially in giving feedback) as well as a high level of ego-strength.


What About the “Disciplined Reflection”?

The reflection is disciplined if it follows certain processes towards a specific goal of learning, in other words, to some practical use of the learning. These processes form a model of experiential learning.

There is a number of different models of experiential learning. David Kolb especially introduced the cyclic concept into the theory of adult education. His model was basically a four-stage one from the experience to the critical reflection, to abstraction and then finally to an experimental application. This is a very concise view of how learning takes place.

My personal preference is for the model developed especially for training situations by J. William Pfeiffer and John E. Jones, founders of the University Associates (UA) organisation in San Diego, CA. Pfeiffer and Jones produced over some 30 years a series of volumes of collected structured experiences and an Annual Handbook for Group Facilitators which were highly influential in the adult education and training field because of the practicality and experiential soundness of the materials contained in these volumes.

The Pfeiffer and Jones model proposes a five-stage process comprising experiencing, publishing, processing, generalising and applying. As explained on the UA website, “Experiential learning occurs when a person engages in some activity, looks back at the activity critically, abstracts some useful insight from the analysis, and puts the result to work through a change in behavior.”

The Pfeiffer and Jones model of the Experiential Learning Cycle.

The Pfeiffer and Jones model of the Experiential Learning Cycle.

The Experiential Learning Cycle

The model (see illustration) shows the following stages:

  • Stage 1: Experiencing: The experience is where data is generated. This can be an exercise in the context of a learning group or a “live” real-life experience. The point is that data are generated which form the basis on which the learning will be built.
  • Stage 2, Publishing: In this stage, the participants in a learning group will share their personal data, their perceptions of what happened and their responses to that data. The question in this stage is “What happened?”
  • Stage 3, Processing: This is the pivotal stage in the cycle. In it, the participants identify and discuss commonalities in their perceptions. Here participants look for common themes that might emerge, they might analyse trends observed in the Publishing stage, and begin some process of interpersonal feedback. It is important that this stage be fully worked through before the group proceeds to the next stage.
  • Stage 4, Generalising: In this stage, the question that is asked is, “So what?” It is in this stage that participants will start to look at everyday life and try to relate the experience to problems or situations in their lives. This is the really practical stage, where generalisations arising from the experience are made in preparation for the next stage.
  • Stage 5, Applying: This is the time in the cycle when plans are developed for applying the learnings identified in the previous stage to real-life situations. It is at this stage that participants answer the question, “Now what?” A common, though not the only, outcome at this stage is a table of actions answering the question, “Who will do what by when?”

Some Implications

One of the first implications of experiential learning is that it is primarily to do with meaning and not “subject” or “facts.” So it is highly personalised learning and the outcomes will likely include a change or changes in behaviour that are personally chosen, not imposed or demanded from outside the person.

Experiential learning tends, both in its process and its outcomes, to be anti-authoritarian. Individuals are encouraged to make their own connections, their own theories about the way things are.

That is another characteristic: the learning in this model will tend to be focused on “the way things are” rather than “the way things should be.” It is a learning rooted in the individual's perceptions and feelings, not in the “received” reality.

Experiential learning is not “about” things outside of the individuals involved. It is learning that creates reality out of the common, shared experience.

All of this means that individuals involved in such learning tend to develop their creativity, their independence of thought and their relationship skills. These are very valuable and useful aptitudes in a world of rapid, discontinuous change. These are aptitudes which support a high coping ability.


Namgay wangchuk on May 10, 2020:

Can any one help me how to use experiential learning theory in classroom.

Christian B. Taguinod on June 16, 2016:

I need to know the implications of this Experiential learning to the teachers. :) Thank you so much.

raymond1489 on July 10, 2011:

Great Hub, Tony. Very useful and very insightful.

Tony McGregor (author) from South Africa on July 17, 2010:

Barb - The point about experiential learning is that that the learning comes from the experience itself. It is about learners discovering for themselves information usually about themselves - how they respond to things, what their feelings are, how to handle their feelings and their opinions. They learn this through the reflection on the experience.

If the learning is about information from outside of the group - in other words the learners are learning about a particular theory in mathematics, for example - then experiential learning might not be appropriate.

One of the things about learning is that the learning experience needs to be congruent with what the intended learning is. And I can see that I need to edit this Hub to include more of that.

As for the potential for bullying in the group, it is true that a competent facilitator is needed to stop prevent that. Also, in any experiential group a set of groundrules will be negotiatated with the group up front, and all behaviour within the group will be rules by the groundrules.

You have inspired me to do some more work on this HUb - thanks!

Once again a very useful and insightful comment!

Love and peace


Barbara from Stepping past clutter on July 16, 2010:

tonymac, I have been thinking about this and I think it requires exceptional teachers as do all education models. Because I can see a danger in the format presents, particularly in the publishing phase. If participants are sharing their individual experiences and are shy and retiring (unlike you or me perhaps), I can see where it becomes not about the teacher pouring information into the student but fellow students taking on the role as expert. I think in the evaluation stage it is imperative that students are allowed and encouraged to form their own conclusions first. Then they might be confronted with a second set of data collected internationally that challenges their personal beliefs. After they have had a chance to work through their own ideas, only then will they join a group of peers (who may not have the consideration of ideas in mind at all, but personal power or financial backing or who knows what)to come to a group conclusion.

Depending on the age group, peers can be very unfair an bullyish and an individual, particularly a creative one, can become lost in the mire, losing confidence in their own perspective.

I may have missed some point and certainly I understand that this is a brief overview of the system. But this is a place where I was roadblocked.

Thanks again for stimulating all this thought,

Your friend Barb

Tony McGregor (author) from South Africa on July 13, 2010:

Thanks so much for this wonderful comment. You are so right about reflection - we all need to step back or out from time to time to regain perspective, to learn from what we have experienced.

Thanks again

Love and peace


Barbara from Stepping past clutter on July 13, 2010:

tonymac, I wonder if education began as a teaching process or a behavior modification tactic? It seems so counterintuitive that students sitting for hours listening and writing would become educated citizens. The Socratic method made more sense to me and I have engaged in questioning ad nauseum, lol.

I appreciate how you have laid out this method and within the context of this hub I have discovered a few steps that might have enhanced my own educational experience, which was most likely experiential education in its early stages of development.

I feel very thoughtful at the moment and need time to reflect. Thanks for a thought-provoking hub.

Tony McGregor (author) from South Africa on June 27, 2010:

Teacher - thanks for the comment. The disciplined reflection is indeed the key!

Love and peace


green tea-cher on June 26, 2010:

Hi Tony! This is a great topic. I have always been amazed at the accomplishments of people like Anthony Robbins who with a mere high school education and I believe much experiential learning has become a master in his field of motivational teaching. The simple experience of having received a food hamper for Thanksgiving from someone when he was a teenager so impacted him that he now through the Basket Brigade and his International Foundation provides hampers to thousands of people all over the world every year.

The disciplined reflection appears to be the key to making this work. Thanks for such an interesting hub.

Tony McGregor (author) from South Africa on June 24, 2010:

HS - that kind of experience does stay with one. Your comment is very well taken, thank you.

Love and peace


Howard Schneider from Parsippany, New Jersey on June 24, 2010:

Hi Tony. Excellent Hub. I first was exposed to this type of teaching in the 5th grade and it changed my life. The teacher had us take up a social cause and go into the community and raise awareness and money about and for it. The entire school year with him was incredibly stimulating and I've never forgotten him. Not until college did I ever again receive a glimpse into this type of teaching. All teaching seems to be lecturing and then memorizing without any experience or meaning. I believe this is now changing some in the experimental charter schools springing up here in the U.S. I pray they do because it is vital for our youth to develop into creative people and not robots. Bravo Tony.

Tony McGregor (author) from South Africa on June 23, 2010:

Arthur - thanks for your very interesting comment. The key to what you say is the "disciplined reflection" which can be of what you call "secondary experience" also, I agree. What usually happens though, in non-experiential learning, is that the learner is required to regurgitate what the lecturer/teacher has said, rather than making the learning their own through such disciplined reflection. Then the learning remains external to the learner rather than internal and owned by the learner.

Thanks again for an interesting contribution to the discussion.

Love and peace


Arthur Windermere on June 22, 2010:

Hi Tony,

Very interesting stuff. I'm reminded of how Woody Allen calls books a 'secondary experience.' In some sense, the best book-learners/lecture-learners are those who can treat themselves to an 'experiential learning' process through secondary experience. In all you said, I see no reason why experiential learning need be attached to primary experience only. I've always been a bookish learner, never joined much in class discussions--not even in seminars--because I analyze later when I get home, away from the professor and other students. (I'm just thinking outloud here; it's a fascinating model of learning.)


Tony McGregor (author) from South Africa on June 22, 2010:

Lori - what a super opportunity. Wish I could join you there!

Thanks for stopping by and commenting. I appreciate it.

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Holle - thanks for stopping by and commenting. I always enjoy your visits!

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Christine - thanks for stopping by. Learning to learn is a key and usefuol skill indeed! Your comment is spot on.

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Jane - a stunning comment, thank you! I also like that definition of learning - it opens things up a bit. Thanks for the very thoughtful comment and the addition to the value of the Hub.

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Hummingbird - (have I ever told you how much I like your name?) Kolb was one of the fathers of experiential learning and his Learning Style Inventory is a classic which I have studied myself. My friend Peter Cusins designed an instrument based on the LSI which I think is an improvement.

Thanks for stopping by.

Love and peace


loriamoore on June 22, 2010:

I'm teaching a graduate course this Fall on Group Dynamics and I'm not using tests or papers; it's all going to be experiential learning exercises.

Tony McGregor (author) from South Africa on June 22, 2010:

Micky - I have always respected the range and depth of your knowledge! You are a number one guy, for sure!

Thanks for stopping by, my friend!

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Andromida - thanks for reading and commenting. Your kind words are much appreciated.

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Cars - you obviously had some pretty good teachers. Learning is individual and every person has their own needs and their own preferred learning style.

Thanks for stopping by.

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Equealla - thanks for stopping by. Your comment is well taken, thank you. It is precisely those "required subjects" that often cause problems, isn't it?

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Ruby - thanks for stopping by and commenting. I agree that there are times when we need to get further info to confirm and correct some learnings.

Love and peace


Holle Abee from Georgia on June 22, 2010:

Great tips. Experience is def the best teacher!

Tony McGregor (author) from South Africa on June 22, 2010:

Petra - thanks for those interesting insights and glimpses of your school experiences. You were blessed with some interesting and creative teachers. Respect for learners is a hallmark of great teachers.

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Beatsme - thanks for the visit and the comment.

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Kim - thanks so much for your kind words. They are much appreciated.

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Dave - thanks so much for the visit and the comment. Yes, I can imagine the resistance. Been there, done that! The perception of a loss of power on the part of teachers in experiential learning is a potent thing.

Love and peace


Jane Bovary from The Fatal Shore on June 22, 2010:

That was interesting Tony and very well put together. I'd certainly agree that first and foremost learning needs to engage the student -we can't just be receptacles. The good thing about experiential learning is that it's moved the focus from the educator to the student. As Confucious said..."Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand."

I enjoyed the classroom situation at school, provided the teacher provoked discussion and thought and didn't just dispense knowledge like toothpaste out of a tube.

I know that, as useful as it is, some educators do have a few criticisms about the experiential model; for example, that it doesn't recognise it's own limitations -it may result in false conclusions, that the idea of a neat series of processes does not always match the reality of thinking...sometimes the processes get confused and overlap and also, that by concentrating on individual experience and reflection, it is too self-isolated.

Anyway I quite liked this definition of learning:

"Learning can be considered as a process of argumentation in which thinking, reflecting, experiencing and action are different aspects of the same process. It is practical argumentation with oneself and in collaboration with others that actually forms the basis for learning."

Beard and Wilson

Tony McGregor (author) from South Africa on June 22, 2010:

Dimitris - thanks for the visit and the comment. It is unfortunate in some ways that there is no "school" for parenthood. But then again I think we instinctively do learn as we go along, reflecting on what worked and what didn't. It's sometimes a little crazy, though!

Love and peace


Tony McGregor (author) from South Africa on June 22, 2010:

Valerie - thanks for the insightful comment. What we are "told" to learn often gets in the way of what we want to learn and what would be in our best interests to learn.

Love and peace


Christine Mulberry on June 21, 2010:

It seems to help us learn to learn. If we don't rely on others to impart knowledge but can really analyze a situation and learn from it, then...we become life long learners. So many of us seem to lack the critical reasoning to just figure things out...this could help.

Hummingbird5356 on June 21, 2010:

This is very interesting. When I did a course in the university to enable me to teach in adult education we learned exactly what you have just written about. Except that we used Kolb's learning styles.

Learning or even learning about learning is a very interesting subject.

I liked this hub. Thank you.

Micky Dee on June 21, 2010:

Tony! I can't learn anymore! I know too much. Many think I'm an idiot that knows it all!

syras mamun on June 21, 2010:

I thoroughly enjoyed from the very first word to the end word of this hub.And thanks a lot for explaining the learning cycles-it is very similar to control system engineering,that I learned during my graduation days.Thanks a lot Tony :)

chasingcars on June 21, 2010:

Learning is a highly individual thing. My experience in learning was quite different. I was always open and eager to learn anything new that anyone could teach me, and I knew that the "educator's" knowledge and concern to share that knowledge with me was a result of adult experience. I will always be grateful to all teachers, experiential and pedantic, who ever cared enough about me to share their knowledge with me.

For me the facts are important, especially in an age in which "facts" are constaintly skewed to shape and manipulate us. We need to learn and to maintain a method of scientific inquiry or fall woefully short in making good choices.

It is also important to find out how to learn those facts for ourselves and not to depend on others deciding what we should or should not know. The difference between an educator and a pedantic hack is the ability to care about and stay abreast of the subject, to be dedicated to truth, to be able to help students see the subject and internalize it to the point that the student can use it for his or her own critical thinking process, and to be willing to listen to the student. A good educator is knowledgeable enough to be fast on his or her feet and welcomes other viewpoints and questions.

My best experience happened when a high school English teacher gave us a John Locke essay to read for discussion. I have read philosophy ever since. To me learning is essential and fun from any source.

equealla from Pretoria, South Africa on June 21, 2010:

You manage to unravel complex social inconsistencies, and lay them on the table.

I just have to add that I feel a pity for the teachers who sit with some pupils, not very involved in the subject. I'm talking of required sujects involved in obtaining a certain degree.

Like a lot of people will agree, some students will only realise, much later in life, the value of these lessons.

In such cases I would say, just for a short time, the authoritative teaching style must be applicable.

This is a sad fact. But I totally agree, if a student want to be inter-active, the opportunity must allways and allways, without exception, exist.

Thanx for an excellent article.

Ruby Jean Richert from Southern Illinois on June 21, 2010:

Hello Tonymac,

Interesting subject, i do believe we gain knowledge through experience,but is that knowledge correct?

Iv,e learned that sometimes there is a better way, although we,ve done something the same way for a long time, a good example is my remote control, iv,e been recording shows that i want to watch at a later time, iv,e been doing this for years, my son was visiting and saw how i was recording, i would click on recordings then click menu then find the show and i could go on, but i think you get my drift, my son took the remote and said," see that little red letter R ,i said, "yes, gee i

never noticed that little R before!!

Thank,s for a well written hub

Petra Vlah from Los Angeles on June 21, 2010:

Dear Tony,

This most interesting hub brings back a lot of memories from my years in school and the way my teachers had influenced me.

My elementary teacher, Madame Pretureanu has been my role model and I always wanted to be like her; to this day I have short and red nail, short and dark hair, smoke almost continuously – just like her.

My French teacher in High School, Mr. Vicol was the perfect gentleman that become for me the model of what a man should be. We rarely even opened the books, because he wanted us to speak French not to conjugate verbs.

My best teacher ever was Paula Littman who had encouraged us to debate Anna Karenina’s guilt or innocence, to question Voltaire teaching methods and so on. For her, students were anything but empty glasses to be filled with academic knowledge; she considered us “fresh water Springs” and helped us to become Rivers.

BeatsMe on June 21, 2010:

Nice and unique hub. Thanks for good info.

Kim Harris on June 21, 2010:

Great hub, tonymac! You pulled together a lot of complex, abstract ideas and were able to express in writing what you were thinking in a way the reader could understand! A master communicator. Thank you tonymac.

Dave McClure from Worcester, UK on June 21, 2010:

Hi Tony - a very clear and convincing exposition. Thanks for this one. It takes me back to my years as a BBC training manager, when we were engaged in changing our training style from traditional 'expert lecturer' to learning facilitator. As I'm sure you'll appreciate, there was a fair amount of resistance to overcome as we were asking people to work outside their comfort zones. But the change was for the better, in time.

De Greek from UK on June 21, 2010:

If only we had been able to understand the importance of this as young parents and to implement these thoughts in the raising of our children, instead of copyig our parents...

valeriebelew from Metro Atlanta, GA, USA on June 21, 2010:

Very interesting, tonymac. I was hardly able to learn enough about what I wanted to learn in graduate school, because there were so many reading requirements you could only skim the surface. I learn more when set free to explore, so I can definitely relate to what you are saying here, as on some level I already knew it. Good thoughts behind this writing. (:v

Tony McGregor (author) from South Africa on June 21, 2010:

Prasetio - thanks so much for visiting and commentg. I'm very pleased that you found this Hub useful. Wish you all the best in your teaching.

Love and peace


prasetio30 from malang-indonesia on June 21, 2010:

I get something useful from you. And I learn much by reading this hub. Excellent and very well written. Great tips. As a teacher, I give big appreciation to this hub. Thank you very much. I rate this Up!


Tony McGregor (author) from South Africa on June 21, 2010:

Brother Sabu - I just mean that there are some things that other people think one "should" learn, but there is no reason for learning except their "should"!

If you are learning to know more about something that's great. I read a lot in order to know something and the change is then in my knowledge.

Thanks for the interesting comment.

Love and peace


Tony McGregor (author) from South Africa on June 20, 2010:

Melinda - thanks for the visit and the comment. I know that many medical schools have tried to incorporate some form of experieintial learning into their methods. There is also a med school in the Netherlands which is entirely experiential. And the med students are rated by patients as well!

Thanks again for the visit.

Love and peace


sabu singh on June 20, 2010:

Thank you for this extremely lucid and informative Hub, Tony. I think this should become an essential read for all "teachers" (it may interest you to know I propose becoming one in my second career).

The only question I have is why should learning always involve change. Can't one learn, for example, just for the sake of attaining knowledge for knowledge's sake?

msorensson on June 20, 2010:

In fact this is similar to the model they have been practicing at Cornell University and Harvard Medical Schools, but it has been so long since I have been in the Academia so I might be wrong about which schools, Tony.

There are no classes per se. They get a case a week in advance and then they gather in a circular table and discuss the case.

I think this is the best way to learn. You never forget what you learn. This is what Deepak Chopra termed as "experiential knowledge"

Thank you for the lovely and useful hub.