scholarly journals Postscript: How We Learn Is How We SEE

2020 ◽  
Vol 22 (3) ◽  
pp. 333-343
Author(s):  
Emily A. Morrison ◽  
Rita Kowalski
Keyword(s):  
Reflective Practice ◽  
Workplace Learning ◽  
Face Complex ◽  
Collective Capacity

The Problem Workplace learning is even more important today as organizations face complex, rapid, and unprecedented change. Reflection is critical to learning; yet, it is too often rote, haphazard, or assumed to happen, limiting an organization’s ability to adapt. The Solution HRD scholar-practitioners need to (re)examine how they and their organizations reflect. By engaging in an ongoing practice of reflexivity, they can become more aware of how their perspectives affect not only what they see, but also what they learn and vice versa. The Stakeholders HRD scholar-practitioners, including researchers, faculty, consultants, managers, students, and all who care about workplace learning and reflective practice, will benefit by reflecting on how they can develop individual and collective capacity.

Reflective practice and workplace learning: the experience of MSW students

2007 ◽  
Vol 8 (1) ◽  
pp. 1-15 ◽  
Author(s):  
George Wilson ◽  
Trish Walsh ◽  
Margaret Kirby
Keyword(s):  
Reflective Practice ◽  
Workplace Learning ◽  
Msw Students

Overview: Why and How Does Reflection Matter in Workplace Learning?

2020 ◽  
Vol 22 (3) ◽  
pp. 248-263
Author(s):  
Pierre Faller ◽  
Henriette Lundgren ◽  
Victoria Marsick
Keyword(s):  
Adult Learning ◽  
Reflective Practice ◽  
Human Resource Development ◽  
Human Resource ◽  
Workplace Learning ◽  
Critical Reflection ◽  
Meaning Making ◽  
Learning Processes ◽  
Reflective Practices ◽  
Learning From Experience

The Problem While reflection is central to adult learning processes and theories, its meaning and definitions vary. Authors approach reflection from different perspectives and assumptions. The Solution This article is a conceptual map to guide the reader through key definitions and perspectives discussed in upcoming articles. We provide a compass for reflection, critical reflection, reflective practice, and how these terms apply to learning from experience, meaning-making, and action in the workplace. We also show how different perspectives or lenses can impact a human resource development (HRD) practitioner’s approach to reflection and present several studies looking at reflection and reflective practices. The Stakeholders This article should help HRD practitioners and others engaged in supporting workplace learning to gain clarity about how to conceptualize reflection and reflective practices and become familiar with the different ways reflection is understood by authors of upcoming articles.

scholarly journals Goethean pedagogy

2015 ◽  
Vol 5 (4) ◽  
pp. 339-351 ◽  
Author(s):  
Philip Franses ◽  
Mike Wride
Keyword(s):  
Reflective Practice ◽  
Community Of Practice ◽  
Workplace Learning ◽  
Design Methodology ◽  
Student Experience ◽  
Educational Practice ◽  
New Approach ◽  
Content Type ◽  
The World

Purpose – The purpose of this paper is to highlight the profound learning associated with the Goethean methodology in the Holistic Science MSc at Schumacher College, Devon, UK. This is presented as a case study in profound pedagogy and as an exploration of the implications for workplace learning. Some comparisons are also made with reflective practice. Design/methodology/approach – Background is provided on Goethe’s “way of science” and Barfield’s “participation”. Students were also interviewed about their learning and reflect on their experiences and challenges in learning the Goethean methodology, particularly regarding perceptions and participation, on their altered modes of thinking and feelings about learning, as well as on an “immediate”, corporeal and potentially co-operative mode of knowing in a “community of practice”, which can be extrapolated to the workplace. Findings – The profoundness of the student experience and personal transformation presented in the interviews reveals that Goethean methodology has a place alongside the more specific analytical knowledge focus of universities. While the method has challenges in reconciling existing modes of knowing with the new approach, the students are able to see and intuit the wholeness and dynamism of phenomena more easily, and they gain a different perspective and learn to participate more fully in the world. Originality/value – The paper asks that this template for educational practice be considered more widely relevant to today’s educational landscape in better providing skills and preparing students for the workplace in a world of “super-complexity”.

Accounts of consent: Orienting to self-other relations regarding motivations to participate in cancer bio-banking

2015 ◽  
Vol 11 (1) ◽  
pp. 69-84 ◽  
Author(s):  
Hannah Shipman ◽  
Srikant Sarangi ◽  
Angus J. Clarke
Keyword(s):  
Reflective Practice ◽  
Extreme Case ◽  
The Self ◽  
Case Formulation ◽  
Contrast Structure ◽  
Self And Other ◽  
Clinical Encounters ◽  
Rhetorical Discourse ◽  
Motivation To Participate ◽  
Significant Factors

The motivations of those who give consent to bio-banking research have received a great deal of attention in recent years. Previous work draws upon the notion of altruism, though the self and/or family have been proposed as significant factors. Drawing on 11 interviews with staff responsible for seeking consent to cancer bio-banking and 13 observations of staff asking people to consent in routine clinical encounters, we investigate how potential participants are oriented to, and constructed as oriented to, self and other related concerns (Author 2007). We adopt a rhetorical discourse analytic approach to the data and our perspective can be labelled as ‘ethics-in-interaction’. Using analytic concepts such as repetition, extreme case formulation, typical case formulation and contrast structure, our observations are three-fold. Firstly, we demonstrate that orientation to ‘general others’ in altruistic accounts and to ‘self’ in minimising burden are foregrounded in constructions of motivation to participate in cancer bio-banking across the data corpus. Secondly, we identify complex relational accounts which involve the self as being more prominent in the consent encounter data where the staff have a nursing background whereas ‘general others’ feature more when the staff have a scientific background. Finally, we suggest implications based on the disparities between how participants are oriented in interviews and consent encounters which may have relevance for developing staff’s reflective practice.

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