A book often directs its writer. I should have known that when I started writing - even with a set of planned chapters in front of me. Now, as I come to this introductory chapter, late on in the process of writing, I notice how the book differs from the original plan. However, as an alternative introduction, I could also say that this book is a research project in itself and research is generally about discovery and not of knowing the answers before one starts. So this is what the book is - it is both a book that wrote its own way around and about material on reflective and experiential learning, and a research project that has been written according to the findings as they emerged.
I start by looking at some of the boundaries of this book. It is largely focused on sophisticated learning, though there are many ideas introduced that could be directed towards the earlier developmental stages of the process of learning. The text is mainly concerned with learning in relatively formal situations but there are also implications for non-formal and everyday learning. I have not been able to develop all these areas of reading as much as I would like in this book. In particular, I wanted to think further about everyday learning situations but space limitations create their own boundaries. When terms are applied in formal situations and caught up in theory that primarily relates to the formal situations, we tend to forget their relevance to the activities of everyday life and so it is with these words - 'reflection' and 'experiential learning'. I take the position in the book that we all reflect and that all learning is based on experience. All learning is therefore 'experiential learning' in one