This article presents an interview with Deborah H. Holdstein. In this interview, Holdstein talks about her reflections on her 1984 "The Writing Instructor" ("TWI") article "Using Film to Teach Writing" for the 30th anniversary issue of the journal. She also discusses how the relationship between the disciplines of composition studies and film…

There is a heightened understanding that metacognition and strategy use are crucial to deep, long-lasting comprehension and learning, but their assessment is challenging. First, students' judgments of what their abilities and habits and measurements of their performance often do not match. Second, students tend to learn and comprehend differently…

Although potentially powerful for educators, the construct of teacher reflection has become diluted, rendering teacher engagement with meaningful reflection problematic. This article presents a theoretical framework that divides teacher reflection into two broad categories. The first and most common "incident reflection" occurs as specific…

Current research focuses on competence development and complex professional tasks. However, "learning processes" towards the integration of knowledge, skills and attitudes largely remain a black box. This article conceptualises three integration processes, in analogy to theories on transfer. Knowledge, skills and attitudes are defined, reconciling…

Different notions of truth imply and encourage different ideals of thinking, knowledge, meaning, and learning. Thus, these concepts have fundamental importance for educational theory and practice. In this paper, I intend to draw out and clarify the notions of truth, knowledge and meaning that are implied by P4C's pedagogical ideals. There is some…

Do we need principles of the unification of our agency, our mode of acting? Immanuel Kant and Christine Korsgaard argue that the reflective structure of our mind forces us to have some conception of ourselves, others and the world--including our agency--and that it is through will and reason, and in particular principles of our agency, that we…

Starting from a distinction between a critical and an ascetic tradition in philosophy and taking into account their different stances towards the present, the article proposes a practice of philosophy of education within the ascetic tradition. In this tradition, the work of philosophy is in the first place a work on the self--that is,…

Service users are increasingly involved in health and social care education, whilst the government is committed to increasing access to employment for people with mental health needs. The benefits of involving service users in social work education have been identified, including increasing skills, confidence, and building capacity; yet there is…

The first cohort in the Doctor of Education in Distance Education at Athabasca University began in August 2008. From the first two years of this program, there are experiences for reflection and stories to be told from this community of online learners. Storytelling offers a reflective tool for constructing meaning to inform practice and pedagogy,…

Teaching decisions made "in the moment" do not often allow for deliberate, well thought through actions by teachers. Sometimes we are conscious of the options that are available and we do make deliberate decisions. We may even be aware of the values impinging on our decision, but for many other aspects embedded in our teaching, deeper influences…

This paper reports on two tutors' efforts to foster reflective learning in the context of a business synoptic module delivered as part of a programme of collaborative provision at City University of Hong Kong. In assessing what the design and implementation of processes aimed at fostering reflective learning have accomplished, evaluatory evidence…

Over the life course our "real" bodies change and we come to inhabit them and know them and ourselves in different ways. Of course, just how we learn to inhabit different bodies in the flesh and give meaning to them over time is a complex relational process that has consequences for our being in the world. Central to this process is the role of…

Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of "boundaries", particularly by the concepts of "boundary crossing" and "boundary objects". Although studies on boundary crossing and…

Today, it is important to acknowledge our investment in the technologized visual culture world, but at the same time within that investment, allow for active participation in forms that press for engagement and reflection. Theorized through phenomenology, embodiment, and performative inquiry, Arts' Educational Relevance in a Technocratic World…

MacIntyre (1981) asks, "Of what stories do I find myself a part?" (p. 201). As teachers working in an Indigenous context, we found ourselves telling stories that had moments of tension between our Eurocentric ways of knowing and the Indigenous context in which we taught. This intersection has prompted our research. We ask two questions…