Critical reflection: reflecting on learning to be reflective

Hickson, Helen

doi:10.1080/14623943.2011.616687

Cited by 152 publications

(60 citation statements)

References 9 publications

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“…Why would this process be any different than learning? After all, learning involves periods of reflection where subjects use meta-cognitive perspectives to see if and to what extend their knowledge is suitable to perform a task (Hickson 2011). For example, Argyris and Schoen (1996) suggest that there are different levels on which learning can take place; as opposed to single-loop learning where subjects slightly adjust and improve their behaviour, they can also engage in double-loop learning to reflect on assumptions, premises or paradigms (Peschl 2007); this refers to a change (e.g.…”

Section: Introductionmentioning

confidence: 99%

Leaving Behind What We are Not: Applying a Systems Thinking Perspective to Present Unlearning as an Enabler for Finding the Best Version of the Self

Grisold¹,

Kaiser²

2017

Journal of Organisational Transformation & Social Change

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In response to criticism on the concept of 'unlearning', we suggested that unlearning on an individual level should be defined as the reduction of the influence of old knowledge on cognitive and/or behavioural processes. In this article, we apply a systems thinking perspective on this definition to explore how far this kind of unlearning can possibly go and what happens if this process is inward-directed, i.e. affects the cognitive and behavioural patterns that define who we are. We take a knowledge perspective on the concept of the self and suggest that unlearning could trigger a disequilibrium, which in turn, enables a deep learning process and guides us to what is referred to as ideal or best version of the self. This does not only have implications for the individual level but it can initiate fundamental change processes in organizations.

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Section: Introductionmentioning

confidence: 99%

Leaving Behind What We are Not: Applying a Systems Thinking Perspective to Present Unlearning as an Enabler for Finding the Best Version of the Self

Grisold¹,

Kaiser²

2017

Journal of Organisational Transformation & Social Change

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“…Three items received upper-scale medians: Detecting my own mistakes, Polishing my style and Expressing my views with precision, meaning that they were by half of the respondents scored as 5 in the survey, corroborating the score averages and signaling the urgency of these learning foci. The element averaging highest, Detecting my own mistakes, coincides with today's pedagogic trend towards reflective practice [41], encouraging the implementation of strategies that help students to help themselves.…”

Section: Results -Priorities For Course Designmentioning

confidence: 99%

Teacher-Researchers as Levers of Doctoral Curriculum in Engineering

Lappalainen

2017

Int. J. Eng. Ped.

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Abstract-Policy-level interventions aim to expedite institutional change in universities but the related decisions rarely materialize as sustained grassrootslevel implementations genuinely transforming teaching or learning practices. As a solution, educational authorities have called for scientific evidence as base for university reforms. This article showcases an empirical development endeavor from Aalto University that, while responding to doctoral students' learning needs and institutional demands for higher publication productivity, paves the way for a more extensive bottom-up institutional reform of doctoral education. The data-driven analysis of a sample of 381 doctoral candidates in engineering directs the pedagogic focus in a doctoral writing course away from grammar and language proficiency towards writing support that accentuates usability and communicative value. The primary aim is to conceptualize a writing intervention that is based on authentic researcher needs. The secondary aim is to substantiate allocation of language teachers' working hours to research by demonstrating how audience needs analyses can benefit teacher renewal, the quality of education, and institutional performance as measured through key institutional metrics.

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“…Collectively, this work emphasizes that there is something more to critical reflection as an alternative to mere reflection. Critical reflection involves critical thinking about our experiences within their social and political context and also a deeper understanding of how to use this knowledge to improve our practices in the future (Hickson, 2011).…”

Section: Implications Of Diffractive Analysis For Research Methodologymentioning

confidence: 99%

Diffraction or reflection? Sketching the contours of two methodologies in educational research

Bozalek

Zembylas

2016

International Journal of Qualitative Studies in Education

157

106

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Internationally, an interest is emerging in a growing body of work on what has become known as 'diffractive methodologies' drawing attention to ontological aspects of research. Diffractive methodologies have largely been developed in response to a dissatisfaction with practices of 'reflexivity', which are seen to be grounded in a representational paradigm and the epistemological aspects of research. While work on 'reflexivity' and 'critical reflection' has over the years become predominant in educational and social science research methodology literature, our reading indicates that there is still important conceptual work to be done putting these two practices -reflection and diffraction -in conversation with each other and exploring their continuities and breaks as well as examining the consequences for research methodologies in education. This article raises important questions about how the concepts of diffraction and reflection are defined and understood and discusses the methodological implications for educational research. IntroductionDissatisfied with epistemological practices of reflexivity grounded in representationalism, scholars immersed in feminist science studies began to raise questions about the theoretical assumptions and consequences of reflexivity. Haraway (1997), a pioneer in these debates, proposed the notion of diffraction as an alternative to reflexivity. As she expressed her misgivings at the time:

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Critical reflection: reflecting on learning to be reflective

Cited by 152 publications

References 9 publications

Leaving Behind What We are Not: Applying a Systems Thinking Perspective to Present Unlearning as an Enabler for Finding the Best Version of the Self

Leaving Behind What We are Not: Applying a Systems Thinking Perspective to Present Unlearning as an Enabler for Finding the Best Version of the Self

Teacher-Researchers as Levers of Doctoral Curriculum in Engineering

Diffraction or reflection? Sketching the contours of two methodologies in educational research

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