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An enabling framework for reflexive learning: experiential learning and reflexivity in contemporary modernity

Record type: Article

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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Citation

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).

More information

Published date: May 2009
Organisations: Lifelong & Work-Related Learning

Identifiers

Local EPrints ID: 149473
URI: http://eprints.soton.ac.uk/id/eprint/149473
ISSN: 0260-1370
PURE UUID: 067186b1-79aa-40c2-a093-fc3e6f0fb8f7

Catalogue record

Date deposited: 30 Apr 2010 10:34
Last modified: 18 Jul 2017 19:29

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