david schon

Donald Schön (1930-1997)   :

Donald Schön (1930-1997)

‘the learning society’, ‘double-loop learning’ ‘reflection-in-action’ has become part of the language of education :

‘the learning society’, ‘double-loop learning’ ‘reflection-in-action’ has become part of the language of education

‘the learning society’, :

‘the learning society’, Two key themes arise out of Donald Schon’s discussion of learning systems: the emergence of functional systems as the units around which institutions define themselves; and the decline of centre-periphery models of institutional activity (ibid.: 168). He contrasts classical models of diffusing innovation with a learning system model.

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Classical models for the diffusion of innovations Learning systems’ models around the diffusion of innovation The unit of innovation is a product or technique. The unit of innovation is a functional system. The pattern of diffusion is centre-periphery. The pattern of diffusion is systems transformation. Relatively fixed centre and leadership. Shifting centre, ad hoc leadership. Relatively stable message; pattern of replication of a central message. Evolving message; family resemblance of messages. Scope limited by resource and energy at the centre and by capacity of ‘spokes’. Scope limited by infrastructure technology. ‘Feedback’ loop moves from secondary to primary centre and back to all secondary centres. ‘Feedback’ loops operate local and universally throughout the systems network.

Double-loop learning and theories in use :

Double-loop learning and theories in use Governing variables: those dimensions that people are trying to keep within acceptable limits. Any action is likely to impact upon a number of such variables – thus any situation can trigger a trade-off among governing variables. Action strategies: the moves and plans used by people to keep their governing values within the acceptable range. Consequences: what happens as a result of an action. These can be both intended - those actor believe will result - and unintended Single-loop learning seems to be present when goals, values, frameworks and, to a significant extent, strategies are taken for granted. Double-loop learning, in contrast, ‘involves questioning the role of the framing and learning systems which underlie actual goals and strategies’ (op. cit.).

Slide 7:

The notions of reflection-in-action, and reflection-on-action were central to Donald Schon’s efforts in this area. The former is sometimes described as ‘thinking on our feet’. It involves looking to our experiences, connecting with our feelings, and attending to our theories in use. It entails building new understandings to inform our actions in the situation that is unfolding. . Cont’d….. The reflective practitioner – reflection-in- and –on-action

Slide 8:

The reflective practitioner – reflection-in- and –on-action The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation. Cont’d

Slide 9:

The reflective practitioner – reflection-in- and –on-action We can link this process of thinking on our feet with reflection-on-action. This is done later – after the encounter. Workers may write up recordings, talk things through with a supervisor and so on. The act of reflecting-on-action enables us to spend time exploring why we acted as we did, what was happening in a group and so on. In so doing we develop sets of questions and ideas about our activities and practice.

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The End