The paper aims to show the relationship between reflective practices and narrative practices, highlighting their peculiarities, similarities and differences. The hermeneutical dimension of reflection is described showing how the reconstruction of the elements of learning and knowledge within practices can be effectively achieved in narrative terms. But, at the same time, I argued about the epistemic function of the narration (which is used both to ‘create meaning’ and record learning processes) in a plurality of contexts. The narratives are therefore recognized as essential in educational terms within a reflexive device. The final key points are provided by the reading of the two constructs, reflection and narrative, in the light of the theory of transformative learning.
|Titolo:||Riflessione, narrazione e apprendimento trasformativo|
|Citazione:||Melacarne, C. (2018). Riflessione, narrazione e apprendimento trasformativo. EDUCATIONAL REFLECTIVE PRACTICES, 2(2), 201-213.|
|Appare nelle tipologie:||1.1 Articolo in rivista|