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and what can happen when they meet? © GAB München © GAB München
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Illustration Beziehungsqualität Praxiserfahrung © GAB München 2015 © GAB München 2015
Von Komfort- und Panikzone in die Lernzone © GAB München 2017 © GAB München 2017
Hand mit Pinsel auf Leinwand © Florian Martens 2017 © Florian Martens 2017
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Learning and work guided by experience


The general principal for most professional, job-related decisions, but also those made outside of the sphere of employment, has traditionally been based on a rational ‘means to an end’ way of thinking. It is principally defined by tendencies such as excessive planning before execution; the principal of ‘think before you act’, by the primary authority given to rational-analytical and ‘objectifying’ ways of thinking and objective or distanced approaches. Educational and learning processes are (still) largely influenced by these. Experience is usually merely seen as an ‘added extra’ that can be acquired during the course of vocational training. Experience is a retrospective matter.

If we become aware of the limits of predictability with all its complex connections we will discover a different mode of acting, experiencing and learning: more and more frequently we face circumventing uncertainty. In addition to the instrumental rationality, we will also need to develop situational and explorative approaches in which feelings and intuition for how to deal with open situations becomes more important. The ‘subjective’ side of work, actions, education and learning is gaining meaning.

The GAB München intensively deals with developing this ‘subjective’ way of thinking and acting (which shows many parallels with artistic approaches), and works towards bringing this mode of thinking on a par with the instrumental rational approach. Our aim is to expand the concept of ‘experience’: Experience is much more than a simple pool of memories from the past. It also includes a future-oriented perspective, an ever changing ‘experience-ability’ that has to be recreated constantly and in every situation. Today perhaps more than ever, this experience-ability cannot be taken for granted but has to be learned and developed. ‘Empirical’ practice and learning means being able to switch between these two learning and thinking modes in an adequate way and lettings ones actions be directed by the resulting experiences. We have extensive experience in shaping these kinds of learning processes.



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