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An enabling framework for reflexive learning: experiential learning and reflexivity in contemporary modernity

By Martin Dyke

Abstract

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

Topics: L1
Year: 2009
OAI identifier: oai:eprints.soton.ac.uk:149473
Provided by: e-Prints Soton
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