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[3]: 20 Many in the field began to ask what could qualify as unique to the thinking processes of adults. Arlin [7] and Riegel [8] described that adult intelligence is about problem finding, not just problem solving. By continually naming and describing new problems, people are able to enter into dialectical thinking.
He has written nineteen books on adult learning, adult teaching, critical thinking, discussion methods, critical theory as well as critical pedagogy and teaching race. His overall project is to help adults learn to think critically about the dominant ideologies they have internalized and how these can be challenged.
King, P. M. and Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass Publishers. Knefelkamp, L. L. and Slepitza, R. (1978). A cognitive-development model of career development: An adaptation of the Perry scheme.
Coaching can help support the establishment of new behaviours, as it encourages reflection, critical thinking and transformative learning. Adults have acquired a body of experience throughout their life, as well as habits of mind that define their world. [78]
Action plans and reflective activities provide the practice and modelling of critical reflection on the profession of education, and provide guidance for the teaching and learning experience. [40] Through the use of real-life examples, case studies provide the opportunity to analyze assumptions, as well as the consequences of choices and actions.
The constructive developmental framework (CDF) is a theoretical framework for epistemological and psychological assessment of adults. The framework is based on empirical developmental research showing that an individual's perception of reality is an actively constructed "world of their own", unique to them and which they continue to develop over their lifespan.
Facilitation of experiential learning and reflection is challenging, but "a skilled facilitator, asking the right questions and guiding reflective conversation before, during, and after an experience, can help open a gateway to powerful new thinking and learning". [23]
In 1933 (based on work first published in 1910), John Dewey described five phases or aspects of reflective thought: In between, as states of thinking, are (1) suggestions, in which the mind leaps forward to a possible solution; (2) an intellectualization of the difficulty or perplexity that has been felt (directly experienced) into a problem to be solved, a question for which the answer must ...