Teaching systematic reflection to novice educational designers

How to help students in the field of instructional design and educational technology to develop their professional expertise through systematic reflection? This question is answered by describing the intended, implemented and attained curriculum of a third year university bachelor course on systematic reflection for design students. In this course, students learn four modes of reflection that originate in the work of the philosopher Kant. This approach is perceived as a different, yet productive addition to existing reflection approaches

Constructivisme versus cognitivisme anno 2006.

De conferentie over constructivisme en cognitivisme kende twee sprekers over de uitgangspunten van elke stroming, twee sprekers die elk binnen een van deze theorieën onderzoek hadden gedaan, en een filosoof. De laatste was Henk Procee van de Universiteit Twente. Hij was erbij en keek ernaar

Introduction: Examined Live – An Epistemological Exchange Between Philosophy and Cultural Psychology on Reflection

Besides the general agreement about the human capability of reflection, there is a large area of disagreement and debate about the nature and value of “reflective scrutiny” and the role of “second-order states” in everyday life. This problem has been discussed in a vast and heterogeneous literature about topics such as epistemic injustice, epistemic norms, agency, understanding, meta-cognition etc. However, there is not yet any extensive and interdisciplinary work, specifically focused on the topic of the epistemic value of reflection. This volume is one of the first attempts aimed at providing an innovative contribution, an exchange between philosophy, epistemology and psychology about the place and value of reflection in everyday life. Our goal in the next sections is not to offer an exhaustive overview of recent work on epistemic reflection, nor to mimic all of the contributions made by the chapters in this volume. We will try to highlight some topics that have motivated a new resumption of this field and, with that, drawing on chapters from this volume where relevant. Two elements defined the scope and content of this volume, on the one hand, the crucial contribution of Ernest Sosa, whose works provide original and thought-provoking contributions to contemporary epistemology in setting a new direction for old dilemmas about the nature and value of knowledge, giving a central place to reflection. On the other hand, the recent developments of cultural psychology, in the version of the “Aalborg approach”, reconsider the object and scope of psychological sciences, stressing that “[h]uman conduct is purposeful”