The role of the ‘Other’ in reflection, knowledge formation and action in a late modernity
The role of the ‘Other’ in reflection, knowledge formation and action in a late modernity
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“他者”在晚期现代性的反思、知识形成和行动中的作用
DOI：
10.1080/02601370500510728
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发表时间：
2006
影响因子：
1.8
通讯作者：
Martin Dyke
中科院分区：
文献类型：
--
作者：
Martin Dyke
反思长期以来一直是教育的一个愿望，从亚里士多德的《尼迦玛契伦理学》，到培根（1605年）的《学习的进步》，再到后来的约翰·杜威。舍恩的反思实践者巩固了英国教师专业培训的精神。本文回顾了学习中的反思方法，并认为我们需要一种对社会环境中发生的理论，实践和反思之间的复杂互动以及与他人的关系敏感的学习模型。在对文献进行批判性回顾之后，它主张在当代社会理论中建立一种连接主题的体验式学习的社会模式。本文认为学习在社会学和哲学方面，而不是作为一个简单的认知或心理过程。
Reflection has long been an aspiration in education, from Aristotle’s Nicamachean Ethics, through Bacon’s (1605) Advancement of Learning and later articulated by John Dewey. Schön’s reflective practitioner underpins the ethos in the professional training of teachers in the UK. This paper reviews approaches to reflection in learning and argues that we require a model of learning sensitive to the complex interaction between theory, practice and reflection that take place in social contexts and relationships with others. Following a critical review of the literature it argues for a social model of experiential learning connecting themes in contemporary social theory. The paper considers learning in sociological and philosophical terms rather than as simply a cognitive or psychological process.