By Jennifer A. Moon
This instruction manual acts as a necessary advisor to realizing and utilizing reflective and experiential studying - even if or not it's for private or specialist improvement, or as a device for learning.It takes a clean examine experiential and reflective studying, finding them inside an total theoretical framework for studying and exploring the relationships among various approaches.As good because the concept, the e-book presents sensible rules for utilising the types of studying, with instruments, actions and photocopiable assets which might be included at once into school room practice.This publication is key interpreting to steer any instructor, lecturer or coach desirous to increase instructing and studying.
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Additional resources for A Handbook of Reflective and Experiential Learning: Theory and Practice
Like the cue-seekers, the cue-conscious understood `that there was a technique involved' and that `authority could be affected by spurious things such as personal likes and dislikes; and marking might not Conceptions of the structure of knowledge 41 be perfect' (1974, p. 63) but they were not committed actively to do anything about it. The cue-deaf seemed to believe that examinations were about learning the `right' body of knowledge as decreed by an authority who was a teacher who was seen as knowing what was best for the students.
As the students progressed, in the interviews he observed them moving towards the recognition that it is possible for experts to hold opposing opinions, and that there can be multiple perspectives on an issue. He described this as the position of multiplicity. It is a time when the students come to recognize an initial difference between opinion and `fact'. , 1986). In the ®nal position of `relativism', he saw students coming to understand the need to base their opinion on evidence. They saw knowledge as relative to the context in which it was situated, recognizing that that is constructed.
The categorization in the literature seems to neglect a number of situations in which an emotional experience leads to change in orientation and often change of behaviour. In the apparent absence of other terms, `emotional insight' is adopted. This seems to be a useful concept in relation to the process of re¯ection and the learning that can emerge from it. In the following section, we review the nature of emotional insight and a particular approach to it (Donaldson, 1992). The ®nal sections of the chapter look at the manner in which the relationship between emotion and learning relates to conceptions of the structure of knowledge (Chapter 2) and to more general issues about learning in Chapter 1.