Literaturnachweis - Detailanzeige
Autor/in | Ramsey, Caroline |
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Titel | Reflective Practice or Poetic Mindfulness: A Role for Social Poetics in Constructing and Performing Futures |
Quelle | In: Action Learning: Research and Practice, 15 (2018) 2, S.90-101 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1476-7333 |
DOI | 10.1080/14767333.2018.1464709 |
Schlagwörter | Reflective Teaching; Poetry; Teaching Methods; Metacognition; Social Influences; Reflection; Creative Teaching; Attention; Language Usage |
Abstract | Reflective Practice has been dominated for the last 25 years by an experiential school as typified by Kolb (1984. "Experiential Learning." Englewood Cliffs: Prentice Hall). This paper suggests that there are significant problems with an approach to considering futures that is based on 'knowledge' of the past, identification of ongoing cause--effect relations and individual agency. Alternative, Social Constructionist premises are discussed and a 'Social Poetics' (Shotter, 1996. "Social Construction as social poetics: Oliver Sacks and the case of Dr P." In "Reconstructing the Psychological Subject," edited by B. Bayer and J. Shotter. London: Sage) is offered as a mindfulness that foregrounds moment-by-moment relations in which new realities are improvised. The use of different poetic forms to shape a poetic mindfulness is proposed and three advantages of such a practice are suggested. First, that a poetic mindfulness can interrupt limiting 'thinking habits'. Secondly, it foregrounds the creativity of ongoing relations and, thirdly, it provides an alternative to simple cause-effect relations by foregrounding social improvisation. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |