Answer to Question #202686 in English for REMON

Question

QUESTION     1

 

1.1                  Analyse the views on theory and practice of reflection.    (05)

1.2                  Evaluate Noddings’ thinking on care in education. (05)

1.3                  Discuss constructivist perspective on learning.      (05)

Answer 1

 Analyse the views on theory and practice of reflection.

Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively.

Schön claimed that by using reflection, practitioners can make explicit, hidden (tacit) knowledge. This knowledge is the theory that underpins what practitioners do often by instinct. Further, this new understanding can help practitioners improve their practice and become increasingly expert at what they do.

 Evaluate Noddings’ thinking on care in education. 

American philosopher Nel Noddings provided one of the first comprehensive theories of care and argued that caring is the foundation of morality. She saw relationships as ontologically basic to humanity, where identity is defined by the set of relationships individuals have with other humans. The ethics of care (alternatively care ethics or EoC) is a normative ethical theory that holds that moral action centers on interpersonal relationships and care or benevolence as a virtue. EoC is one of a cluster of normative ethical theories that were developed by feminists in the second half of the twentieth century.

 Discuss constructivist perspective on learning. 

Constructivism is the theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas). Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook.