A Handbook of Reflective and Experiential Learning: Theory and Practice

By Jennifer A. Moon | Go to book overview

Chapter 7

The depth quality of reflective learning

Introduction

The last chapter introduced a new dimension to reflection - that of depth. It is part of the common experience of reflection that is demonstrated in statements such as 'she was in deep reflection', but the idea of depth has become more important as reflective activities have been increasingly applied in formal education and professional development. There is a frequent observation that while an initial struggle of getting learners to reflect can be overcome, it can be difficult to persuade them to reflect in other than a superficial manner - which might be little different from descriptive writing (Lyons, 1999). This chapter explores what we mean by 'depth', how it might relate to the learning process and the difference in outcome between deeper and more superficial reflection.

The treatment of depth in this chapter is in two sections. The first introduces the concept of depth, relates it to the literature and describes framework for reflective writing that are structured in terms of depth. The second section of the chapter explores the nature of depth in reflection in relation to the generic view of learning described in the earlier chapters of this book.

The final section of this chapter is a summary of the content of the two chapters on reflective learning - this chapter and Chapter 6. In discussing depth in reflection below, we mainly refer to reflective writing both because it is in the context of written reflective work that the issues of depth mainly arise and because written work is tangible. It is important to recognize that reflective writing involves learning from the representation of learning (see Chapter 6).

-95-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
A Handbook of Reflective and Experiential Learning: Theory and Practice
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 252

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.