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
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DOI：
10.1080/02601370902798913
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发表时间：
2009-01-01
影响因子：
1.8
通讯作者：
Dyke, Martin
中科院分区：
文献类型：
--
作者：
Dyke, Martin
本文提出了一个使能框架的体验式学习，与反思现代性。这一框架强调与他人一起学习以及理论、实践和反思的作用。一个社会学的论点是构建一个替代框架的经验学习，来自社会理论。有人认为，在学习中的反思与当代社会理论中的反身性概念。通过对以下主题的讨论，论证得以展开：（a）义务教育后的反思性学习如何与学习者的需求和反思性现代性相一致？(b)体验式学习如何为教育中的反思性学习提供一个框架？
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?