An enabling framework for reflexive learning: experiential learning and reflexivity in contemporary modernity
Dyke, Martin (2009) An enabling framework for reflexive learning: experiential learning and reflexivity in contemporary modernity. International Journal of Lifelong Education, 28, (3), 289 -310. (doi:10.1080/02601370902798913).
PDF (Peer Reviewed Journal Paper)
- Version of Record
Restricted to Repository staff only
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?
|Digital Object Identifier (DOI):||doi:10.1080/02601370902798913|
|Subjects:||L Education > L Education (General)|
|Divisions:||University Structure - Pre August 2011 > School of Education > Lifelong and Work-Related Learning
|Date Deposited:||30 Apr 2010 10:34|
|Last Modified:||31 Mar 2016 13:22|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
Actions (login required)