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Educating the reflective practitioner / Donald A. Schon

Main Author Schon, Donald A. Country Estados Unidos. Publication San Francisco : Jossey-Bass Publishers, cop. 1987 Description XVII, 355 p. : il. ; 23 cm Series The Jossey-Bass higher education series ISBN 1-55542-220-9 CDU 377
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Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca da UMinho no Campus de Azurém
BPG4 377 - S Não requisitável | Not for loan 284-CRC
Monografia Biblioteca Geral da Universidade do Minho
BGUM-IECR 377 - S Indisponível | Not available 100622
Monografia Biblioteca Geral da Universidade do Minho
BGUM-IECR 377 - S Indisponível | Not available 100986
Monografia Biblioteca Geral da Universidade do Minho
BGUMD 40127 Available 100987
Monografia Biblioteca de Ciências da Educação
BCE1 377 - S Available 124452
Monografia Biblioteca de Ciências da Educação
BCE1 377 - S Available 191873
Monografia Biblioteca Prof. Joaquim Pinto Machado
BPM 377 - S Available 334744
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Enhanced descriptions from Syndetics:

Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.

Table of contents provided by Syndetics

  • Part 1 The Roles of Artisty in Professional Education
  • Part 2 The Architectural Studio: A Prototype of Education for Reflection-in-Action
  • Part 3 Examples and Experiments
  • Part 4 Implications for Professional Education

Reviews provided by Syndetics

Library Journal Review

The reflective practitioner is one who participates in a practicum in the professional school which will help him or her ``acquire the kinds of artistry essential to competence in the indeterminate zones of practice.'' In The Reflective Practitioner (1983), Schon argued that professional schools (from engineering to public administration to teaching) were relying too heavily on scientific knowledge and technical rationality while giving little attention to ``reflection-in-action.'' Schon now details a program of reflective practicum education in the professional schools. His book should be of value to all educators, no matter what the field. A. R. Huggins, Memphis State Univ. Lib. (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

Publishers Weekly Review

Doctors, architects, lawyers and engineers are all trained in schools that emphasize technique but neglect the key element of artistry that distinguishes the true professional. Today's professional is a drudge, mechanically applying privileged knowledge to rote tasks. That is Schon's diagnosis of higher education, and as a remedy he recommends learning by doing. To teach skills of improvisation and problem-framing, he feels our universities should borrow the methods used in art studios, dance conservatories, athletics coaching, craft appenticeships and psychoanalytic training. In all these settings, a dialogue between student and coach in a low-risk atmosphere encourages creativity. Despite its academic prose, this primer by an MIT urban studies professor will enlighten students, teachers and professionals. Schon concludes the book (a sequel to The Reflective Practitioner with a description of his attempt to create a ``studiolike'' curriculum for MIT's city planning courses. (July 15) (c) Copyright PWxyz, LLC. All rights reserved

Author notes provided by Syndetics

Donald Alan Schön was a philosopher and professor in urban planning at the Massachusetts Institute of Technology who developed the concept of reflective practice and contributed to the theory of organizational learning.

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