000			01932naa a2200241uu 4500
001			6033010284521
003			OSt
005			20190211160905.0
008			060330s2006 xx ||||gr |0|| 0 eng d
100	1		_aRAMSEY, Caroline _924095
245	1	0	_aNarrative : _bFrom Learning in Reflection to Learning in Performance
260			_aThousand Oaks, CA : _bSage publications, _cJune 2005
520	3		_aThis article reviews one current concept of experiential learning, using the work of David Kolb as an exemplar of this genre of learning theory. Working from a relational or social constructionist perspective, the article suggests that there are three problematic assumptions within current experiential learning cycles. First, there is a realist treatment of world and events. Second, a distinct and independent individual is assumed to be able to experience, know and act on this real world. Third, cognition, be it in the form of knowledge, interpretation or perception, is treated as the unproblematic precursor to action. In contrast to these assumptions relational premises invite multiple narratives to replace ‘concrete experience’, social rather than individual action and coordination with others in contrast with adaptation to a real world. These alternative premises form the basis of an alternative, narrative reflective cycle that is argued to offer practical reflective ‘tools’ that would be of benefit, even if the reflector did not share the author’s relational constructionist assumptions.
650		4	_aChange _912610
650		4	_aLearning _916418
650		4	_aNarrative _924096
650		4	_aReflection _918017
650		4	_aSocial _924097
773	0	8	_tManagement Learning - The Journal for managerial and organization learning _g36, 2, p. 219-235 _dThousand Oaks, CA : Sage publications, June 2005 _xISSN 1350-5076 _w
942			_cS
998			_a20060330 _b1028^b _cNatália
998			_a20060330 _b1039^b _cNatália
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c15324 _d15324
041			_aeng