Reflective learning: Difference between revisions

Revision as of 06:55, 22 April 2019

Revision as of 10:25, 12 June 2020

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{{Orphan|date=September 2016}}

'''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.<ref>{{Cite book|title=Facilitating Reflective Learning Through Mentoring & Coaching|url=https://archive.org/details/facilitatingrefl00broc_955|url-access=limited|last=Brockbank|first=Anne|last2=McGill|first2=Ian|publisher=Kogan Page Publishers|year=2006|isbn=0749444487|___location=London|pages=[https://archive.org/details/facilitatingrefl00broc_955/page/n36 27]}}</ref> 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.<ref>{{Cite journal|last=Boyd|first=Evelyn M.|last2=Fales|first2=Ann W.|date=1983|title=Reflective Learning|url=|journal=Journal of Humanistic Psychology|language=en|volume=23|issue=2|pages=99–117|doi=10.1177/0022167883232011|issn=0022-1678|via=}}</ref>

== Development ==

This is a development of the concept of [[experiental learning]] as propounded by [[John Dewey]], who wrote ''[[Experience and Education (book)|Experience and Education]]'' in 1938. Later theorists include [[David A. Kolb|David Kolb]], [[David Boud]] and [[Donald Schön]].{{sfn|Rivera Pelayo|p=15}}{{sfn|Sugerman|p=1}} 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.<ref>{{Cite book|title=Beginning Reflective Practice|url=https://archive.org/details/beginningreflect00jasp|url-access=limited|last=Jasper|first=Melanie|publisher=Nelson Thornes|year=2003|isbn=0748771174|___location=Cheltenham|pages=[https://archive.org/details/beginningreflect00jasp/page/n11 1]}}</ref>

==References==