Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19135
Title: The Use of Critical Reflection to Facilitate Optimal Best: A Theoretical Positioning for Consideration
Contributor(s): Phan, Huy  (author)orcid 
Publication Date: 2016
Handle Link: https://hdl.handle.net/1959.11/19135
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).
Publication Type: Book Chapter
Source of Publication: Critical Thinking: Theories, Methods and Challenges, p. 99-119
Publisher: Nova Science Publishers
Place of Publication: New York, United States of America
ISBN: 9781634843492
9781634843652
Field of Research (FOR): 170199 Psychology not elsewhere classified
170103 Educational Psychology
170110 Psychological Methodology, Design and Analysis
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: http://trove.nla.gov.au/version/224398672
Series Name: Perspectives on Cognitive Psychology
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Appears in Collections:Book Chapter
School of Education

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