An enabling framework for reflexive learning: experiential learning and reflexivity in contemporary modernity
An enabling framework for reflexive learning: experiential learning and reflexivity in contemporary modernity
The paper presents an enabling framework for experiential learning that connects with reflexive modernity. This framework places an emphasis on learning with others and on the role of theory, practice and reflection. A sociological argument is constructed for an alternative framework for experiential learning that derives from social theory. It is argued that reflection in learning connects with the concept of reflexivity in contemporary social theory. The arguments are developed through discussion of the following themes: (a) How does reflective learning in post compulsory education align with the needs of learners and reflexive modernity? (b) How can experiential learning provide a framework for more reflexive learning in education?
289 -310
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39
May 2009
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39
Dyke, Martin
(2009)
An enabling framework for reflexive learning: experiential learning and reflexivity in contemporary modernity.
International Journal of Lifelong Education, 28 (3), .
(doi:10.1080/02601370902798913).
Abstract
The paper presents an enabling framework for experiential learning that connects with reflexive modernity. This framework places an emphasis on learning with others and on the role of theory, practice and reflection. A sociological argument is constructed for an alternative framework for experiential learning that derives from social theory. It is argued that reflection in learning connects with the concept of reflexivity in contemporary social theory. The arguments are developed through discussion of the following themes: (a) How does reflective learning in post compulsory education align with the needs of learners and reflexive modernity? (b) How can experiential learning provide a framework for more reflexive learning in education?
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Published date: May 2009
Organisations:
Lifelong & Work-Related Learning
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Local EPrints ID: 149473
URI: http://eprints.soton.ac.uk/id/eprint/149473
ISSN: 0260-1370
PURE UUID: 067186b1-79aa-40c2-a093-fc3e6f0fb8f7
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Date deposited: 30 Apr 2010 10:34
Last modified: 14 Mar 2024 01:06
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