The Use of Critical Reflection to Facilitate Optimal Best: A Theoretical Positioning for Consideration

Title
The Use of Critical Reflection to Facilitate Optimal Best: A Theoretical Positioning for Consideration
Publication Date
2016
Author(s)
Phan, Huy
( author )
OrcID: https://orcid.org/0000-0002-3066-4647
Email: hphan2@une.edu.au
UNE Id une-id:hphan2
Editor
Editor(s): Gerard Gibson
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Nova Science Publishers, Inc
Place of publication
New York, United States of America
Edition
1
Series
Perspectives on Cognitive Psychology
UNE publication id
une:19332
Abstract
Education entails more than just the ability for individuals to obtain good academic grades. This positioning of academic achievement is indicative of a performance-based approach to the study of teaching and learning. Effective learning, in this analysis, also involves other educational initiatives and attributes, such as engagement of deep, meaningful learning. (Biggs, Kember and Leung, 2001; Lau, Liem and Nie, 2008), and the use of critical reflection (Leung and Kember, 2003; Phan, 2009a). More recently, our research has involved the concept of 'optimal best', which indicates an indiviual's state of motivation and achievement that is reflective his/her fullest capacity. Optimal best, we contend, is of significance for its emphasis on a positive, non-deficit model of human behaviour. 'Realistic best', in contrast, is detrimental and indicates an individual's actual functioning at the present time (Phan, In press-2016; Phan, Ngu and Williams, In press-2016).
Link
Citation
Critical Thinking: Theories, Methods and Challenges, p. 99-119
ISBN
9781634843492
9781634843652
Start page
99
End page
119

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