Since we have talked about many ways and types of adult learning. In chapter six I recognized that experiences are very important for adult learning. Deway (1963) pointed out that “not all experiences are educational, some experiences can be the factor that leads to taking a wrong path and I really agree with this statement. Then, the next section describes Kolb's experiential learning model. Meanwhile, other adult educators have developed three models from different perspectives. Jarvis (2006) considered the depth as an elaboration; Tennan and Pogson (1995) tried experiential learning from an educational perspective; Fenwick (2003) rather prefers to use the philosophical lens of the experiential learning view. This is the most challenging part of learning. While the next section on “reflective practice and situated cognition” has been covered in this chapter. This does not mean that I repudiate that these are two other ways to explore the relationship between experience and learning, it must be so