Public Reflection as the Basis of Learning

By J. Raelin. 2001

382 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/41d325a53dec52717684e352945f8743ba4ebd2d

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Citations in the corpus

We the Leaders: In Order to Form a Leaderful Organization (2005, background): “They thus seek to engage in a public dialogue in which they willingly open their beliefs and values to the scrutiny of others (Raelin, 2001).”
Developing Managers as Learners and Researchers: Using Action Learning and Action Research (2006, background): “…may probe to a deeper level than the prior time orientations by considering alternative goals and approaches, by positing a series of “if-then” propositions based on new contexts, or by challenging the underlying assumptions that govern the present situation (Loughran, 1996; Raelin, 2001).”
Being Taken Over: Managers' Emotions and Rationalizations During a Company Takeover (2006, positive): “Such transformation can be seen as a helpful aspect of management practice and knowledge generation, because it leads in the direction of ‘practical reflexivity’ (Cunliffe, 2002) and ‘public reflection’ (Raelin, 2001).”
The Impact of Caution and Blame on Organizational Learning (2004, background): “An immediate effect of rethinking reflection in this way is that in practice the focus would be less on the individual, the personal space in which decisions are made, and more on ‘public reflection’ (Raelin, 2001).”
Combining Critical Reflection and Design Thinking to Develop Integrative Learners (2013, background): “Creating a public forum—“in the company of others” (Raelin, 2001, p. 11)— allows action to be critiqued and understandings to be deconstructed.”
Is reflective practice ethical? (The case of the reflective portfolio) (2007, background): “Raelin ( 2001 ) suggests that emotions can act as catalysts for reflection.”
Bridging the Science-Management Divide: Moving from Unidirectional Knowledge Transfer to Knowledge Interfacing and Sharing (2006, background): “Clinging to one’s safe worldview (Raelin 2001) is a good strategy under these circumstances.”
Facilitating Management Learning (2007, background): “It is important because it allows us to critique our takenfor-granted assumptions, so that we can become receptive to alternative ways of reasoning and behaving (Raelin, 2001).”
Leadership Development in Organizations: Multiple Discourses and Diverse Practice (2013, neutral): “Authors in this field (e.g. Brookfield 2001; Fenwick 2004; Raelin 2001; Willmott 1997) tend to advocate more ‘critical’ forms of project-based, action or organizational learning.”
Reflection and Mindfulness in Organizations: Rationales and Possibilities for Integration (2009, background): “In a similar way, Raelin (2001) speaks of a learning dialogue (public refl ection) as constitutive of the organizational dimension of refl ection.”
Action Learning Research: A Systematic Review and Conceptual Framework (2009, background): “Reflection is fundamental to learning and it provides a basis for future action (Raelin, 2001, 2008).”
The entanglement of leader character and leader competence and its impact on performance (2017, background): “Thus, whereas we agree with action learning about the value of reflection on work experience and the value of learning through working on real-time work problems (Raelin, 2001, 2006), we see learning from life experiences outside of work as also key for learning to lead.”
Cultivating the spirit: how college can enhance student’s inner lives (2011, background): “Organised reflective practices (Vince 2002 ) are proposed as improved pedagogical means by which managers can be brought beyond traditional methods into forms of collective education and development which induce “ethical responses” (Hartog 2004 ) and enable them to realise both productive and huma”