The paper presents an enabling framework for experiential learning that connects with reflexive modernity. This framework places an emphasis on learning with others and on the role of theory, practice and reflection. A sociological argument is constructed for an alternative framework for experiential learning that derives from social theory. It is…

Reflection has long been an aspiration in education, from Aristotles Nicamachean Ethics, through Bacons (1605) Advancement of Learning and later articulated by John Dewey. Schon's reflective practitioner underpins the ethos in the professional training of teachers in the UK. This paper reviews approaches to reflection in learning and argues that…

Education may be viewed as at threat to the prevailing power structure although it is essential to the structure's reproduction and development. Reflective learning is essential to the reproduction of existing socioeconomic relations, yet at the same time it represents a potential catalyst for radical change. (SK)

Britain's General National Vocational Qualifications (GNVQs) appear to perpetuate a three-track system: academic credentials for the elite, work-related National Vocational Qualifications, and GNVQs as a new class of qualifications. Despite claims of parity, GNVQs could merely equip students with minimal skills. If they can gain parity, their…