Reflexive Practice Dialectic Encounter in Psychology and Education 1st Edition by Angela Mary Lisle ISBN 1450091970 9781450091978

At the heart of this book is the notion of reflexive practice as a meta-cognitive self-reflexive learning style for personal and professional development. Reflexive practice is covered in a multidimensional way. It is examined as part of the personal development of a student, as personal development of the educator and as a thinking style of the individual in the agency-structure dialectic of the global post-modern human condition, and the place of early childhood education, if not education per sae within that international contextual framework. In addition, reflexive practice is examined as a phenomenon in itself, as a behaviour emergent of biology; Piagetian genetic epistemology within the psychophysical-social context of the Marxian-Vygotskian historical materialist dialectic. It takes an interactionist stance, that is, the view that ontogenetic development is an outcome of nature and nurture. Thus its discourse is mainly psychological with input from other disciplines where there is overlap of concepts or concerns with theoretical insights. Its historical roots start from the enlightenment philosophy through to postmodern philosophy culminating into psychophysics. The philosophy of methodology for example of reflexive practice is examined from the critical theory of Marx and the use of dialectics manifest within post-modernity as the reflexive turn. Both Sch?n’s notion of reflexive practice as a critical conversation with the situation used in education and by psychologists within social work and counselling are examined. The neuropsychology of reflexive practice is also examined, and theorised as the psychophysics of brain-mind. The psychophysics of brain-mind is in addition examined in the way it connects to learning style discourses such as the visual, auditory and kinaesthetic modalities the brain exuberates. These learning styles coalesce within the active learning approach, the Marxian-Vygotskian method of learning. A secondary thread that runs through the chapters is the notion of dialectic. The individual identity is woven with the richness senses bring; and values that emotions weave, with the evolving world, as the agency-structure dialectic of development continues its journey. Thus, reflexive practice as a cycle of learning that converts into development and that is the basis for the development of identity: the ontogenetic development of the individual is examined on several plains. For example, what is the child’s site of negotiation within the everyday postmodern world; or the student’s site of negotiation within this rich construal of discourses and how are the professional and personal juxtaposed; compromised and/or resolved? Reflexive practice as a critique of practice and search for truths within one’s social context is catalyst for agency and truth of one’s real place within the human condition to bring about emancipation. Identity formation as a social psychological phenomenon is political as well as cultural, and geographically located. In terms of polity, does parliament stand as guardian to practices within education and social welfare, or, is it but one influence inside the elaborate arena of negotiation? In the present economic climate as western societies embrace their margins; the bounded nations and otherness’s; twinned sites of local, and local with global changes, of emergencies, bubble up in a glowing spectra; the UK is but one physicality of many as all that is solid melts into air ‘ (Marx, Economic’, 1890). The final encounter may well be one of total eclipse or a unified glorification as global capitalism struggles for its feet, hovering beneath its own carriage on a blanket of air without the support of the industrial base. Money – paper alone – will not support the march of capitalist accumulation. As inflation rises and gross national product falls, mindful of the fact that debit accounts are debt in the guise of growth without anything but words on paper to support them This description may be from another edition of this product.

Reflexive Practice Dialectic Encounter in Psychology and Education 1st Edition Table of contents:

Chapter 1: The Concept of Reflexivity

• Defining Reflexive Practice
• The Historical Development of Reflexive Thinking
• Reflexivity in Psychology and Education
• Key Theorists: Dewey, Schön, Habermas, and Others

Chapter 2: Dialectics and Its Role in Reflexive Practice

• Understanding Dialectical Thinking
• The Role of Contradiction and Conflict in Development
• The Application of Dialectics to Educational and Psychological Theory
• Case Studies of Dialectical Approaches in Practice

Chapter 3: Reflexivity and the Self

• The Development of the Self in Reflexive Practice
• The Role of Self-Reflection in Professional Growth
• Ethical Considerations in Reflexivity
• The Interplay Between Personal and Professional Identity

Chapter 4: The Dialectic Encounter in Education

• The Teacher-Student Relationship: A Dialectical Approach
• Power Dynamics in Educational Settings
• Reflective Practice in Pedagogy: Implications for Teaching and Learning
• Creating Dialogue and Mutual Understanding in the Classroom

Chapter 5: Reflexive Practice in Psychological Theory

• The Role of Reflexivity in Psychological Theory Development
• Critical Psychological Approaches: From Psychoanalysis to Social Constructionism
• Reflexivity in Therapeutic Settings
• Case Examples of Reflexive Practice in Counseling and Therapy

Chapter 6: Reflexive Practice and Ethical Issues in Education and Psychology

• Ethical Dilemmas in Reflective and Dialectical Practice
• The Balance Between Objectivity and Subjectivity
• Ethical Guidelines for Reflective Practice in Educational and Psychological Settings
• The Role of Reflexivity in Promoting Social Justice and Equity

Chapter 7: Methodologies for Reflexive Practice

• Qualitative Research Methods and Reflexivity
• Action Research as a Dialectical Process
• Autoethnography and Its Use in Psychological and Educational Contexts
• The Role of Journaling and Reflective Writing

Chapter 8: Reflexivity in Professional Development and Training

• Incorporating Reflexivity into Teacher and Psychologist Training Programs
• The Role of Supervision and Mentorship in Reflexive Development
• Lifelong Learning and the Continuous Nature of Reflexive Practice
• Workshops and Group Reflexive Practice

Chapter 9: Challenges to Reflexive Practice

• Overcoming Barriers to Reflexivity in Education and Psychology
• Reflexivity and Emotional Labor: Managing Bias and Personal Emotions
• Resistance to Reflexive Approaches in Traditional Educational and Psychological Settings
• Addressing Institutional Constraints to Reflexive Practice

Chapter 10: The Future of Reflexive Practice in Psychology and Education

• Emerging Trends in Reflexive and Dialectical Approaches
• The Influence of Digital Technology and Online Learning on Reflexive Practice
• The Role of Reflexivity in Addressing Global Educational and Psychological Issues
• New Directions for Research and Practice

Conclusion: Integrating Reflexive Practice into Everyday Life

• The Broader Implications of Reflexive Practice for Society
• Developing a Personal Reflexive Practice
• Summary of Key Insights and Takeaways
• Moving Forward: Toward a More Reflective and Ethical Practice in Psychology and Education

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