Annotated Bibliography Iv Without Lister And Crisp (Final)

Annotated BibliographyIntroductionCitations to key publications and articles used as primary argument and research material to the

theories

of single and double-loop reflection/learning, Governing Variables and the evaluation of critical incidents

through reflective processes.

Word count 772

SDI 0715814 Reflection in the Work Setting 2 Code: CB 230008S

The authors Chris Argyris and Donald Schön, are two of the most respected proponents of social research in organisational learning through action research. Both have careers spanning the last decades and have numerous publications to their name. To discuss reflective practice without reference to these two men is a disservice to reflective practice.

Argyris C. & Schön D 1974. Theory in Practice: Increasing Professional Effectiveness. New York: Wiley.


This publication gives a fascinating insight into the theories of action and concepts such as single & double-loop learning and their application with governing variables. It introduces the reader to the Authors` “Theories-in-Use Models I & II ”.

Dealing with the theories of Action and the evaluation of Theories of Action, They examine inconsistencies and lack of congruence between and within espoused theories -those theories to which one subscribes to- and theories-in-use -those which we then emanate.


The Authors introduce the reader to Theories -in-Use Models I and II. Showing the characteristic behaviour and methodology in the transition from Model I to Model II.

They go on to summarise, that the processes of learning are reliant on the individual being aware of the governing variables, actions strategies, consequences and effectiveness of their espoused theories and theories-in-use (p.134).



Figure 1: Model I Theory-In-Use

Figure 2: Model II Theory-In-Use

Model II presents the reader with a dynamic tool in which to apply effective single and double-loop learning, in which the construct of the governing variables are questioned and their values changed (p.92), precipitating behavioral patterns which trigger “learning and growth” (ibid)

It is to this form of reflective reasoning which I shall be endeavoring to engage in, in the course of my reflective journey in this paper.


Arising from three deeply embedded paradoxical stances-of-reasoning (p.5) of the executive mindset while tackling difficult human and technical problems the author demonstrates through the building of theoretical models, the paradoxical nature and reasons for resulting actions and then offers countermeasures.


(i) That well established skills leading to success will also lend to failure

(ii) The detachment from the

practitioner`s reasoning at pivotal points in action processes.

(iii) Effectual productive measures concurrently leading to counterproductive effects.


The author’s Model I Theory-In-Use (figure 1) clearly identifies these causes and effects, particularly its restrictive hold on double-loop learning.

He then goes on to present his counter to these problems with his Model II Theory-in-Use, (figure 2) which he holds is necessary to check “self-fulfilling, self-sealing and error-escalating processes”.


However it is a skill to be learnt and practiced (p.11).


Can it have benefit-in-application for this author?

Yes, I believe it can. The knowing of the problem is half the battle and this model is of immense practical use for the reflective practitioner on his/her inquiry quests.


The Encyclopedia of informal education an online publication is published under the auspices of infed, a non-profit educational foundation promoting thinking in the theory and practice of informal education and social action learning. Dr. Mark K. Smith –one of its founding members- is a respected author in the field of informal education and community based learning.

This online learning media is for the undergraduate and research practitioner the desktop book on this subject. Covering all the main thinkers and theorists in the field it offers a valuable insight into the players, how they think and the theories they espouse to. It sets out

in very clear and concise language some of the most difficult theories. A clear and easy reference guide, and one that no student or new practitioner should do without.

The Encyclopedia of Informal Education (online) available at: http://www.infed.org/thinkers/


Stella Cottrell is the author of several successful and well received publications in the field of study skills. Director of lifelong learning at the University of Leeds, she specialises in study and educational development. She is one of the UK´s most respected thinkers in her field.

The aim of her publication is to develop the reader´s understanding of what is meant by critical thinking and to develop the necessary skills to be an effective critical thinker.

The author uses a practical style of self-learning / evaluation in the presentation of the theories, tools and guidance for

the critical analyst in developing his/her skills.

Cottrell S., 2005. Critical Thinking Skills: Developing Effective Analysis and Argument. 1st ed. New York: Palgrave Macmillan


This is a particularly helpful book for the reflective practitioner in developing critical thinking skills and understanding its significance and relevance in the application to one’s work or study.This publication will be of immense practical benefit to me over the coming two years, both as an initial teaching aid in developing critical thinking and as a fall-back guide in the assessment and proofing of my coming modules.
