This paper aims at contributing to the debate on the human psychic reflexive process as well as on the role that narrative devices can play to foster it. The work stems from the etymology of the word reflection which brings to mind the original Latin meaning 'to re-fold'. Subsequently, we will critically discuss the process of reflexivity starting with a metaphorical comparison of the physical phenomenon of reflection whose literal meaning carries the idea of a light wave re-folding and then hitting the reflective surface. We consider the specificity of the human reflexive process which relays upon its semiotic activation and subjectivity, recognizable by the signs produced and by the subject's own actions, able to identify the regulating function of the relationships. We will also discuss, the link between action and reflexivity, considering these two concepts are not completely in opposition to one another, but as two recursively interacting levels, whereas the action can also be seen as a semiotic activity as in the case of the construction of a narration. Furthermore, we believe that the specificity of the human reflexive process is delineated by its inter-subjective quality and nature. Whereas human reflexivity is always characterized by a relational dimension, in order to reflect, a relationship is always necessary. The paper, lastly, declines the theoretical conceptualizations shown within an educational context made of a training programme designed for an underachiever. University students who have presented a gap between good competencies and poor University performance. In particular, a training methodology which makes use of narration and several discursive narrative codes as specific devices serving the mediation and the development of the reflexivity which is adopted. We believe that an implementation of the reflexive process within a group inter-subjective setting can contribute to the development of one's own learning modalities and, as a consequence, improve the students' University performance.

The reflexivity: applying a reflexive process to an educational context / Freda, MARIA FRANCESCA; DE LUCA PICIONE, Raffaele; Esposito, Giovanna. - STAMPA. - 6:(2015), pp. 195-225.

The reflexivity: applying a reflexive process to an educational context

FREDA, MARIA FRANCESCA;DE LUCA PICIONE, RAFFAELE;ESPOSITO, GIOVANNA
2015

Abstract

This paper aims at contributing to the debate on the human psychic reflexive process as well as on the role that narrative devices can play to foster it. The work stems from the etymology of the word reflection which brings to mind the original Latin meaning 'to re-fold'. Subsequently, we will critically discuss the process of reflexivity starting with a metaphorical comparison of the physical phenomenon of reflection whose literal meaning carries the idea of a light wave re-folding and then hitting the reflective surface. We consider the specificity of the human reflexive process which relays upon its semiotic activation and subjectivity, recognizable by the signs produced and by the subject's own actions, able to identify the regulating function of the relationships. We will also discuss, the link between action and reflexivity, considering these two concepts are not completely in opposition to one another, but as two recursively interacting levels, whereas the action can also be seen as a semiotic activity as in the case of the construction of a narration. Furthermore, we believe that the specificity of the human reflexive process is delineated by its inter-subjective quality and nature. Whereas human reflexivity is always characterized by a relational dimension, in order to reflect, a relationship is always necessary. The paper, lastly, declines the theoretical conceptualizations shown within an educational context made of a training programme designed for an underachiever. University students who have presented a gap between good competencies and poor University performance. In particular, a training methodology which makes use of narration and several discursive narrative codes as specific devices serving the mediation and the development of the reflexivity which is adopted. We believe that an implementation of the reflexive process within a group inter-subjective setting can contribute to the development of one's own learning modalities and, as a consequence, improve the students' University performance.
2015
9781681233369
The reflexivity: applying a reflexive process to an educational context / Freda, MARIA FRANCESCA; DE LUCA PICIONE, Raffaele; Esposito, Giovanna. - STAMPA. - 6:(2015), pp. 195-225.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11588/515182
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