Relevant bibliographies by topics / Self-reflective essay

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Academic literature on the topic 'Self-reflective essay'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Self-reflective essay"

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Lebret, Martine. "“A Self-Reflective Essay”." Journal of Education 172, no. 3 (1990): 156–59. http://dx.doi.org/10.1177/002205749017200311.

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Loewenberg, Peter. "The Historian’s Self-Reflection and American Racism." Journal of the American Psychoanalytic Association 69, no. 2 (2021): 343–53. http://dx.doi.org/10.1177/00030651211007520.

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In March 1997 a distinguished historian, Professor Joel Williamson of the University of North Carolina, Chapel Hill, wrote a self-reflective essay in the Journal of American History ( JAH) in which he examined why he, as a born and bred Southerner, could not see and in fact denied and obviated the existence of lynching in American history. The JAH, with an exemplary psychodynamic introduction by editor David Thelen, persuaded six referees, all distinguished scholars, four white and two African American, to waive their strict confidentiality and publish their reviews. The author published the p
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Nathan, Linda. "Expanding the Vision of Self: Why the Arts Matter." Harvard Educational Review 83, no. 1 (2013): 47–53. http://dx.doi.org/10.17763/haer.83.1.028q634086r02t24.

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In this reflective essay, Linda F. Nathan, the founding headmaster of the Boston Arts Academy and currently the executive director of Center for Arts in Education at Boston Arts Academy, shares a story about how one student, Ronald, expands his vision of self through his engagement with the arts. In presenting this reflection on Ronald's experience, Nathan highlights the power of the arts in helping students define and construct their identity.
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Opaliuk T. L. "SUBSTANTIATION OF THE METHODOLOGICAL EXPEDIENCY TO USE THE METHOD OF WRITING ESSAYS ON SOCIAL AND PEDAGOGICAL TOPICS." Science Review, no. 2(29) (February 28, 2020): 14–19. http://dx.doi.org/10.31435/rsglobal_sr/28022020/6954.

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 The article presents an attempt to provide a comprehensive substantiation of the feasibility of using the method of writing an essay on social and pedagogical topics during the teacher training process. Based on the interpretation of the method essence, its functional purpose in philosophical and linguistic literature as well as works on literary studies, they determine the adaptation foundations regarding the specific features of the effective use of the essay method in the educational process, pedagogy as an academic discipline. Specific examples are used to demon
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Lindstrom, Nicole. "YUGONOSTALGIA: RESTORATIVE AND REFLECTIVE NOSTALGIA IN FORMER YUGOSLAVIA." East Central Europe 32, no. 1-2 (2005): 227–37. http://dx.doi.org/10.1163/18763308-90001039.

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Drawing on Svetlana Boym's distinction between "restorative" and "reflective" nostalgia, the essay maps two broad, and often overlapping, ideal types of Yugonostalgia expressed in and through contemporary former Yugoslav film, popular music, and multi-media. The first expresses reeonstructive longing for an essential Yugoslav past; the second offers self-consciously ambivalent and critical frames in indulging fantasies of this past. What different forms of Yugonostalgia share in common is challenging symbolic geographies of disunity that have dominated political discourse in former Yugoslavia
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Noah Weiss, Michael. "INVESTIGACIÓN DE PRÁCTICA REFLEXIONADA EN LA EDUCACIÓN DE MAESTROS." haser, no. 12 (2021): 239–66. http://dx.doi.org/10.12795/haser/2021.i12.07.

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In this essay the approach of reflective practice research, as introduced by the philosopher Anders Lindseth, is outlined and its relevance for teacher education is discussed. For that purpose, central theoretical as well as methodological aspects of this research approach are presented and further investigated. By means of illustrative case studies, examples are given on how this approach can be of use for teacher students in order to develop research competence, on the one hand. On the other, this essay examines how a teacher can reflect his or her own practice, in terms of self-studies, in
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Eshleman, Matthew C. "Liminal Manifestation and the Elusive Nature of Consciousness." ProtoSociology 36 (2019): 264–96. http://dx.doi.org/10.5840/protosociology20193610.

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This programmatic essay sketches a few reasons for the elusive nature of conscious experience. It proposes that while neither introspection nor phenomenologically refined reflection delivers direct ‘observational’ access to intrinsic features of conscious experience, intrinsic features of consciousness, nonetheless, manifest themselves in our experience in a liminal way. Overall it proceeds in two movements. Negatively, it argues that implicit self-awareness renders any notion of reflective access methodologically superfluous but existentially irresistible. Positively, it argues that ‘reflecti
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LINDSTROM, NICOLE. "YUGONOSTALGIA: RESTORATIVE AND REFLECTIVE NOSTALGIA IN FORMER YUGOSLAVIA." East Central Europe 32, no. 1 (2005): 227–37. http://dx.doi.org/10.1163/1876330805x00108.

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Abstract: Drawing on Svetlana Boym's distinction between "restorative" and "reflective" nostalgia, the essay maps two broad, and often overlapping, ideal types of Yugonostalgia expressed in and through contemporary former Yugoslav film, popular music, and multi-media. The first expresses reconstructive longing for an essential Yugoslav past; the second offers self-consciously ambivalent and critical frames in indulging fantasies of this past. What different forms of Yugonostalgia share in common is challenging symbolic geographies of disunity that have dominated political discourse in former Y
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Castillo, José, Michael Wakefield, and Jane LeMaster. "Some Observations From A Very Telling Innocuous Query: An Essay On The State Of Higher Education In America." American Journal of Business Education (AJBE) 3, no. 6 (2010): 33–36. http://dx.doi.org/10.19030/ajbe.v3i6.438.

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We presents a self-reflective assessment of higher education from the perspective of educators and administrators prompted by a common question addressed to many of us, perhaps hundreds of times in the year; “What’s my grade?” Upon some scrutiny, we find a series of troubling interrelated issues that more or less depict a system of higher education adrift in a sea of maladies and its course in need of correction, lest a total ‘wreck’ befall the system.
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Alvi, Saba. "Reflections on 'Performing' Canadian-ness as a way of 'Passing'." Cultural and Pedagogical Inquiry 12, no. 2 (2021): 18–22. http://dx.doi.org/10.18733/cpi29574.

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This reflective essay explores my family’s intergenerational experiences of belonging and exclusion in and through Canadian spaces. I share how my parents, first generation Canadians, navigated cultural and religious traditions in order to help their children “pass” as Canadians–meaning, performing “norms” of perceived “Canadian-ness” to fit in. For me, the implications of this resulted in tensions around my identity and self-worth. I unpack personal stories of residing within a “third space,” as a second generation Canadian who identifies as and is also visibly identified as, South Asian and
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Dissertations / Theses on the topic "Self-reflective essay"

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Shapiro, Lauren. "This night is different : a drama in two acts with a self-reflective essay." Thesis, 2006. http://hdl.handle.net/10413/1638.

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Masalesa, Metse Juliet. "Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi)." Diss., 2010. http://hdl.handle.net/2263/27829.

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The objective of this investigation is to conduct research into the authors of Sepedi essays (and their works) whose essays display elements of excellence. The works that are investigated include only essay collections that were published between 1968 and 1996. The investigation has shown that the excellence of this type of literary text is derived from the skill that is evident in the construction of their plots and on the internal arrangement of the essays themselves. The research uses the three methods of comparison, definition and interpretation for analysing the Sepedi essays. The purpose
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Books on the topic "Self-reflective essay"

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Bratman, Michael E. Rational Planning Agency. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190867850.003.0010.

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This essay appeals to self-governance to explain why basic planning norms—both synchronic and diachronic—are norms of practical rationality. The best rationale of her own plan-infused practical thinking that is available to a reflective planning agent who has the capacity for self-governance involves a tight connection between plan rationality and conditions of self-governance, both synchronic and diachronic. This leads to the idea that there is rational pressure not only in the direction of forms of coherence involved in a planning agent’s self-governance, both at a time and over time, but al
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Bratman, Michael E. Consistency and Coherence in Plan. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190867850.003.0009.

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This essay focuses on the reflections of a planning agent on her distinctive synchronic norms of practical thinking. It develops the idea of planning agency that is self-reinforcing by way of considerations of self-governance: given that one is a planning agent whose practical thinking is guided by basic planning norms—something for which there is good reason—one’s self-governance will be such that conforming to those norms is partly constitutive of that self-governance. This helps articulate a framework within which (a) pragmatic grounds for planning agency quite generally, combine with (b) n
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Russell, Paul. Moral Sense and the Foundations of Responsibility. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190627607.003.0005.

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This chapter discusses an important class of new compatibilist theories of agency and responsibility, frequently referred to as reactive attitude theories. Such theories have their roots in another seminal essay of modern free will debates, P. F. Strawson’s “Freedom and Resentment” (1962). This chapter disentangles three strands of Strawson’s argument—rationalist, naturalist, and pragmatic. It also considers other recent reactive attitude views that have attempted to remedy flaws in Strawson’s view, focusing particularly on the view of R. Jay Wallace. Wallace supplies an account of moral capac
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Roberts, John Russell. A Puzzle in the Three Dialogues and Its Platonic Resolution. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198755685.003.0010.

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This essay suggests that Berkeley’s Neoplatonism may be profitably viewed as developed under the influence of Cambridge Platonism. A brief account of some key aspects of Cambridge Platonism are reviewed, specifically the central idea of the Image of God Doctrine (IGD) and Cudworth’s Axiarchism. Then possible points of influence of these aspects on Berkeley’s views are explored. In support of its possible usefulness, this approach to Berkeley’s Neoplatonism is used to shed light on his otherwise puzzling embrace of the pure intellect and abstract ideas. If Berkeley is drawing on the Cambridge P
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Bratman, Michael E. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190867850.003.0001.

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This introduction explains the background for present concerns with a deeper understanding and defense of basic norms of plan rationality, both synchronic and diachronic. It gives an overview of the defense adumbrated in these essays: one that involves but goes beyond appeal to pragmatic benefits of general forms of practical thinking involved in our planning agency. A central idea is that these planning norms track conditions of a planning agent’s self-governance, both synchronic and diachronic. The reflective significance of this tracking thesis depends on an end of one’s self-governance ove
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Cannavale, Serena, Lorenzo Miletti, and Mario Regali, eds. I luoghi delle Muse. Academia – ein Verlag in der Nomos Verlagsgesellschaft, 2021. http://dx.doi.org/10.5771/9783896659170.

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Since Hesiod and throughout the history of Greek literature, idyllic places have often furnished the setting to poetical investitures and, more in general, to self-reflective moments in which authors question, correct, refound and even create literary genres. This is above all true for poetic genres, since several poets challenge the Hesiodic episode of Mount Helicon in order to define their own creations and produce their own manifestos, but it also applies to prose genres, starting at least with Plato’s Phaedrus, whose setting in the locus amoenus of the Ilissos River resonates in the works
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Collini, Stefan. Vexing the Thoughtless. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737827.003.0021.

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T. S. Eliot’s early criticism is, notoriously, marked by various forms of calculated outrageousness. This chapter maps the fine line that Eliot treads in his reviewing between offending and seducing his readers as he seeks not just to recommend, but also to model, a more rigorous and probing form of criticism than that normally to be found in the literary journalism of the time. It concentrates on the review-essays he wrote for the Athenaeum in 1919–20, the work which announced his arrival as a significant critical voice in literary London. It shows how the various characteristics of Eliot’s e
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Book chapters on the topic "Self-reflective essay"

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Univio, Diana Jazmin, and Andrea del Pilar Pérez. "Ipsative Assessment of Essay Writing to Foster Reflection and Self-Awareness of Progress." In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6986-2.ch009.

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Ipsative assessment to improve argumentative essay writing aimed at studying how an alternative type of assessment, which persuaded learners to reflect on the feedback received and involved them as active assessment participants, influenced the writing skill of 24 students from two Colombian universities. The queries addressed throughout the chapter were analyzing the way students structured their essays by means of the Ipsative feedback and the influence of the assessment approach on students at the self-management levels. Findings revealed that through Ipsative assessment students enhanced their argumentative essay writing as they grasped the structural and reflective nature of this skill. Furthermore, the comparison of various drafts allowed learners to reflect on their improvements at the same time they raised self-awareness of progress and the whole process took students to the realization that they were developing generic skills useful for academic discourse. This chapter was also concerned with the effects of Ipsative assessment on self-directedness and lifelong learning.
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Gigante, Denise. "On Coffee-Houses, Smoking, and the English Essay Tradition." In On Essays. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198707868.003.0008.

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The Romantic essayist James Henry Leigh Hunt, in two essays saturated with nostalgia for a lost world of Enlightenment coffee-house sociability, registers a shift in the cultural place of the literary essay in the 1820s—the era of the cigar-smoking George IV—from an urban public sphere dominated by Mr Spectator and his pipe, to more suburban cubicles of domestic privacy. Through the medium of Hunt’s self-reflective essays on the English periodical essay tradition, this chapter reveals the fate of the literary periodical essay to be linked to a fading amateur culture of belles-lettres and ornamental arts. Hunt blames the early essayists for the result of the civilizing process: the cultivation of a taste for polite literature that has isolated readers and emptied Covent Garden of its intellectual life. The reveries, dreams, and visions of the literary essay made possible by the Orientalized cigar divan (Romantic successor to the coffee-house) reflect the complicated reality of London in an age of global imperialism.
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Siu, Helen F. "Reflections on Historical Anthropology." In Tracing China. Hong Kong University Press, 2016. http://dx.doi.org/10.5790/hongkong/9789888083732.003.0001.

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This essay targets a Chinese scholarly audience, who deserves a coherent presentation of the analytical themes that my South China colleagues and I have been concerned with. One cannot ignore history when one studies the unifying and diversifying cultural processes in an entity one terms “China.” Years of field research in South China has made one appreciate the contexts when regional cultures and histories were made, and how they were represented in relation to real and imaginary political centers. Collectively, we have strived to be empirically grounded as well as informed by critical social theories. Key concepts highlighted in this essay are: analytical pursuit of moving targets, structuring, human agency, social practice, the cultural language of power, locality and translocality, and inter-Asian connectivity. We explore self-reflective field methods and apply critical reading to historical texts and cultural events. We might have started our intellectual journeys from South China, but our concerns have taken us far beyond, connecting oceans and landmasses across the globe in multi-disciplinary terms.
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White, Eddy. "Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study." In Innovative Practices for Higher Education Assessment and Measurement. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0531-0.ch009.

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Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.
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White, Eddy. "Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study." In Learning and Performance Assessment. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch057.

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Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.
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