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).

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Description/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?

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/02601370902798913
ISSNs: 0260-1370 (print)
Subjects:
ePrint ID: 149473
Date :
Date Event
May 2009Published
Date Deposited: 30 Apr 2010 10:34
Last Modified: 18 Apr 2017 14:31
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/149473

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