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ERIC Number: EJ1187049
Record Type: Journal
Publication Date: 2018
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1476-7333
Energising Critique in Action and in Learning: The GNOSIS 4R Framework
Antonacopoulou, Elena
Action Learning: Research and Practice, v15 n2 p102-125 2018
This paper presents a fresh conceptualisation of critical action learning by energising critique in action and in learning, embedding this as integral to Continuous Professional Development (CPD). The criticality that action learning promotes could be most impactful, in fostering a mode of learning -- "Learning in Crisis" -- that cultivates reflexive critique and Phronesis to guide professional conduct, particularly when dealing with professional dilemmas. The GNOSIS 4R Framework supports CPD that fosters "Re-search", "Readiness", "Resilience" and "Renewal". It does so by cultivating "Ways of Seeing", through "Review", "Reflection" and "Reflexivity", to extent "Ways of Being" in professional conduct that demonstrate beyond "Competence", "Character" and "Conscience". The GNOSIS 4R Framework also enables "Ways of Becoming" by fostering courage to engage in phronesis through critique that ignites "Curiosity" and builds "Confidence" to arrive at informed "Choices" that serve the common good. The GNOSIS 4R Framework is illustrated with fragments of the dialogical exchanges between the author and a Secretary of Education over 15 months typical of GNOSIS collaborative research engagements. The impacts of the GNOSIS 4R Framework is accounted for also from the perspective of the author and the wider implications for Action Learning especially on Professional programmes (e.g. Professional Doctorates) are considered.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A