Session Information
ERG SES H 13, Higher Education
Parallel Paper Session
Contribution
This paper discusses problems of reflection and experience in learning, especially in personal social development. Research questions is: What is the role of reflection and experience in the learning process? Theoretical framework based on pragmatism (J. Dewey and reflective thinking, L. Hickman), constructivism (G. Bateson and deutero learning, T. Andersen and reflecting process, F. Varela), experiential learning (D. Kolb, P. Jarvis), reflective practice (D. Schön) and critical reflection (J. Mezirow). I enrich the theoretical definition of the issue with the data collected in the pilotage empirical investigation pursuing the form of reflection in the form of immediate pedagogical reality.
Method
Expected Outcomes
References
Boud, D., Keogh, R., Walker, D. (Eds.). (1985). Reflection: Turning Experience into Learning. New York: Kogan Page. Depraz, N. Varela, & F. Vermersch, P. [ed.] (2003) On Becoming Aware: A Pragmatics of Experiencing. Amsterdam: John Benjamins. Dewey, J. (1938). Experience and Education. New York: Collier Books. Dewey, J. (2000) Experience and Nature. New York: Dover Publications. Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit. Jarvis, P. (2004) Adult education and lifelong learning: theory and practice (3rd ed.). New York: Routledge. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall. Schön, D. A. (2003). The reflective practitioner: how professionals think in action. Aldershot: Ashgate. Thompson, S. (2008). The Critically Reflective Practitioner. New York: Palgrave Macmillan.
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