Reflection and Its Role in Relearning

This concluding chapter presents a framework or model of learning processes that combines a wide range of viewpoints and theories. The model foregrounds the importance of reflection in relearning. Other core concepts are meaning, practice, feed back, feed forward, existence, habitus or routine, and toil. Learning results from trouble-shooting to address issues and overcome obstacles, a process that instils meaning in one’s existence. The chapter provides an alternative conceptual analysis of reflection within a discursive discussion of learning and meaning, concluding that a narrative theory of learning is to a large extent a theory of reflection. The ideas were previously explored in more detail in Relearning (Hermansen, 2005; Danish University of Education Press and CBSP) and are used here to draw together and conceptualise many of the ideas presented in previous chapters.