The role of the ‘Other’ in reflection, knowledge formation and action in a late modernity

Collective reflection in practice: an ethnographic study of Swedish police training

“…To explore how social contexts operate in reflective processes, Dyke (2006), in a review of reflection theory, discusses how collective reflection can be conceptualized on different levels, such as micro day-to-day perspectives and macro-oriented social perspectives. from a micro day-to-day perspective, reflection can be described as spurred by an individual's engagement and social interactions with others that expose the individual to 'difference' (Dyke, 2006).…”

“…from a micro day-to-day perspective, reflection can be described as spurred by an individual's engagement and social interactions with others that expose the individual to 'difference' (Dyke, 2006). Through communicative discourse and dialogue, reflection based on experiences with others enables individuals to disentangle themselves 'from their biographies, their social world, past experience and the impact of representations on these experiences' (Dyke, 2006, p. 118).…”

“The Paradoxical Position of Self-reflection in Teaching and Assessment in Higher Education: How the Application of Blogging Challenges Learning Habits”

“…It is focused on the central idea of the self, detached from the processes of knowledge production and capable to observe itself from a distance. However, putting the "self" in the centre of reflection, turned solipsisticaly on the subject has become problematic for many critics (Lash 1994;Swan 2008;Garoian 1999), especially those from the area of social sciences (Boud and Walker 1998;Dyke 2006). The idealistic conception of identity does not explain the social aspects of becoming "the self" and all decisive social categories which affect is, such as class, gender, or ethnicity (McNay 2000;Adkins 2002).…”

Diagnostic Assessment of Writing through Dynamic Self-Assessment

“…Little guidance and goal-orienting mediation (based on diagnosis) have been provided to the learners who are in dire need of writing skills especially in an academic setting. On the other hand, the modern humanistic and collaborative approach to education in general is concerned with the question of how students can develop a more active and responsible role in their own learning and assessment (Dewey, 2012;Dyke, 2006). In spite of the trend to find alternative forms of assessment to increase the validity and reliability of assessments, as well as to increase formative and dynamic aspects of learning, self-and peer-assessment have not been much practiced by students and teachers at any level (Taras, 2002).…”