Modes of Reflection: Is it possible to use both individual and collective reflection to reconcile the ‘three‐party knowledge interests’ in workplace learning?

Abstract

The European Commission's 2003 Memorandum of Lifelong Learning recognises the importance of experiential learning in its emphasis on APEL [Accreditation of Prior and Experiential Learning] both in valuing individual learning that takes place outside the university and in raising individual self-confidence (Pouget and Osborne, 2004, 46). This focus on the importance of APEL to the individual is echoed in the concept of the reflective practitioner, which has been widely adopted across university programmes for professionals. Here, reflection focuses on the development of individual practice, with the (often implicit) assumption that more effective professional practice will enhance performance in the workplace, and thereby provide an indirect benefit to the employer.