Establishing a Functional Conceptualisation of Reflection's Meaning Making Criterion

Autor/in	Roessger, Kevin M.
Titel	Establishing a Functional Conceptualisation of Reflection's Meaning Making Criterion
Quelle	In: Studies in the Education of Adults, 49 (2017) 1, S.75-91 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2017.1283784
Schlagwörter	Reflection; Adult Learning; Adult Education; Behavior Theories; Language Processing; Progressive Education; Context Effect; Criticism; Constructivism (Learning); Researchers; Adult Educators; Arkansas + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult basic education; Sprachverarbeitung; Reformpädagogik; Progressive Erziehung; Kritik; Researcher; Forscher; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende
Abstract	Kevin M. Roessger is an assistant professor of adult and lifelong learning at the University of Arkansas. He teaches courses in all areas of adult learning and development. His research interests include behavioural analytic approaches to skills-based learning and reflection as a natural phenomenon. Current conceptualisations of reflection have limited value for adult educators and researchers interested in predicting and influencing learning on measurable outcomes. They fail to specify how prediction and influence might occur and what might be expected to result. Ambiguous definitions prevent systematic investigations of reflection's effects and replication and extension of researchers' work. To address these issues, a functional account of Dewey's meaning making criterion of reflection is presented using relational frame theory. It aims to (a) specify how reflection occurs from functional relationships with the environment, (b) minimise conjecture by extending generalisable research findings, (c) address causality in reflective learning, (d) align with egalitarian ideals by conceptualising reflection as a learned skill and (e) provide a basis for a research programme using precise terminology and technical definitions. A functional definition is offered along with an outcome for reflection: transforming existing meaning of events related to the conceptualised self. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01