In our complex and incongruous world, where variety produces more variety, and there is no blueprint for dealing with unprecedented change, it is imperative that individuals develop reflexive approaches to life and learning. Higher education has a role to play in guiding students to be self-analysts, with the ability to examine and mediate self and context for improved outcomes. This chapter elucidates the catchphrase of lifelong learning and its enactment in higher education. Theories of reflexivity and personal epistemology are utilised to provide the conceptual tools to understand the ways in which individuals manage competing influences and deliberate about action in their learning journey. The case is made for the integral role of higher education teachers in developing students’ capacities for reflective thinking and reflexive approaches to learning as a life project.
|Title of host publication||Teaching Reflective Learning in Higher Education|
|Subtitle of host publication||A Systematic Approach Using Pedagogic Patterns|
|Editors||Mary Elizabeth Ryan|
|Place of Publication||Cham, Switzerland|
|Publisher||Springer, Springer Nature|
|Number of pages||12|
|Publication status||Published - 1 Jan 2015|