3.1: The Beginning of Theories and Models of Reflective Practice - John Dewey
Reflective Practice in Early Years Education · LibreTexts
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3.1: The Beginning of Theories and Models of Reflective Practice - John Dewey
“We do not learn from experience. We learn from reflecting on experience.”
– John Dewey (1933)
The fundamental theories and models of reflection and reflective practice were initially born from the work of Dewey and Schön. A century ago, John Dewey emphasized the importance of involving the learner in reflection. He believed that our experiences shape us, and when reflective practice is part of learning, meaning and relevance are created, which initiates growth and change (Dewey, 1933).
Dewey’s Learner in Reflection by Fanshawe College CC BY-NC-SA 4.0 (click to enlarge) Text Description: The Concept of Experiential Learning starts with disturbance or uncertainty then to definition of the problem then to formulation of a thesis to reasoning and testing and lastly idea concept.
The Concept of Experiential Learning starts with disturbance or uncertainty then to definition of the problem then to formulation of a thesis to reasoning and testing and lastly idea concept.
Video: John Dewey
Learn more about John Dewey’s theories on education and learning by watching this video below.
