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From reflective practice to dialogic...

Kinsella, Elizabeth Anne.

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From reflective practice to dialogic discernment: Philosophical underpinnings in Schoen's theory of reflective practice and possibilities for dialogue (Donald Schon).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From reflective practice to dialogic discernment: Philosophical underpinnings in Schoen's theory of reflective practice and possibilities for dialogue (Donald Schon)./
作者:	Kinsella, Elizabeth Anne.
面頁冊數:	201 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4071.
Contained By:	Dissertation Abstracts International65-11A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ96839
ISBN:	0612968391

From reflective practice to dialogic discernment: Philosophical underpinnings in Schoen's theory of reflective practice and possibilities for dialogue (Donald Schon).
Kinsella, Elizabeth Anne.

From reflective practice to dialogic discernment: Philosophical underpinnings in Schoen's theory of reflective practice and possibilities for dialogue (Donald Schon). - 201 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4071.

Thesis (Ph.D.)--The University of Western Ontario (Canada), 2004.

In recent years, Donald Schon's theory of reflective practice has gained unprecedented popularity and been adopted in many professional settings. Nonetheless, despite the widespread adoption of reflective practice, a problem frequently raised in the literature and in practice concerns the lack of conceptual clarity surrounding the theory. Given this confusion, the purpose of this study is to seek understanding with respect to the question, What is reflective practice? And further, to contribute to an interpretation of the theory, and explore possibilities for elaboration within Schon's conception.

ISBN: 0612968391Subjects--Topical Terms:

626632
Education, Adult and Continuing.

From reflective practice to dialogic discernment: Philosophical underpinnings in Schoen's theory of reflective practice and possibilities for dialogue (Donald Schon).
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245 1 0 $a From reflective practice to dialogic discernment: Philosophical underpinnings in Schoen's theory of reflective practice and possibilities for dialogue (Donald Schon).
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4071.
500 $a Adviser: Sharon Rich.
502 $a Thesis (Ph.D.)--The University of Western Ontario (Canada), 2004.
520 $a In recent years, Donald Schon's theory of reflective practice has gained unprecedented popularity and been adopted in many professional settings. Nonetheless, despite the widespread adoption of reflective practice, a problem frequently raised in the literature and in practice concerns the lack of conceptual clarity surrounding the theory. Given this confusion, the purpose of this study is to seek understanding with respect to the question, What is reflective practice? And further, to contribute to an interpretation of the theory, and explore possibilities for elaboration within Schon's conception.
520 $a In the first part of this dissertation, a hermeneutic approach is used to examine five philosophical underpinnings of reflective practice. These include the broad critique of technical rationality that underpins Schon's work, as well as the influences of four philosophers: John Dewey, Nelson Goodman, Gilbert Ryle, Michael Polanyi. Drawing on this analysis, I identify ten major themes within Schon's theory of reflective practice. These include: A generative theory, critique of technical rationality, centrality of experience, reflection and action, embodied reflection, constructivism, theories of practice, indeterminate zones of practice, aesthetics of experience and a realist view of language.
520 $a In the second part of the dissertation I engage these ten themes in a critical hermeneutic dialogue that highlights dualistic tensions in the theory, and reveals locations for further elaboration. In the final chapter a model of dialogic discernment is proposed, which builds on Schon's work. This model reconceptualizes reflection as a continuum, considers criteria for making judgments in practice, and highlights a range of subjects for practitioner attention.
520 $a This study offers an interpretation of reflective practice, and contributes to an informed dialogue about further conceptual possibilities that build upon Schon's work. Those who currently adopt reflective practice and those with an interest in critical theoretical discussions about reflective practice will find this study of interest.
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