Reflective learning

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Reflective learning is a form of education in which the student reflects upon their learning experiences. A theory about reflective learning cites it as an intentional and complex process that recognize the role of social context and experience.[1] The goals of the process are the clarification and the creation of meaning in terms of self, which then lead to a changed conceptual perspective.[2]

Development[edit]

This is a development of the concept of experiental learning as propounded by John Dewey, who wrote Experience and Education in 1938. Later theorists include David Kolb, David Boud and Donald Schön.[3][4] In a professional context, this is known as reflective practice, wherein the use of the reflective process allows one to understand experiences differently and take action accordingly.[5]

References[edit]

Citations[edit]

  1. ^ Brockbank, Anne; McGill, Ian (2006). Facilitating Reflective Learning Through Mentoring & Coaching. London: Kogan Page Publishers. p. 27. ISBN 0749444487.
  2. ^ Boyd, Evelyn M.; Fales, Ann W. (1983). "Reflective Learning". Journal of Humanistic Psychology. 23 (2): 99–117. doi:10.1177/0022167883232011. ISSN 0022-1678.
  3. ^ Rivera Pelayo, p. 15.
  4. ^ Sugerman, p. 1.
  5. ^ Jasper, Melanie (2003). Beginning Reflective Practice. Cheltenham: Nelson Thornes. p. 1. ISBN 0748771174.

Sources[edit]

  • Rivera Pelayo, Verónica (2015), Design and Application of Quantified Self Approaches for Reflective Learning in the Workplace, KIT Scientific, ISBN 9783731504061
  • Sugerman, Deborah A. (2000), Reflective Learning: Theory and Practice, Kendall Hunt, ISBN 9780787265618