At lære er at tænke: Refleksiv tænkning i et læringsperspektiv

Publikation: Ph.d. afhandling/ kandidat/ diplomKandidatspecialeFormidling


This thesis addresses the challenge Danish schools are facing with regard to improvement of educational standards.
Based on qualitative observations of classroom teaching, the paper examines the question whether an analysis of language interaction in Year Nine Danish classes shows students using reflective thinking as a learning tool, and what consequences a possible divergence or convergence between the ideals of reflective thinking and the study habits of the students may have for the learning process. Hence the intention of the thesis is to provide a basis for didactic and educational reflections on the teaching of Danish as a school subject. The analysis is based on John Dewey’s ideas on reflective thinking supplemented by views on thinking and learning by e.g. William James, Knud Illeris and Lev S. Vygotsky
The conclusion is that reflective thinking is not an applied study habit in Year Nine Danish classes. Some phases of reflective thinking can be observed, but the development is hindered by various circumstances such as the students’ general attitude to the teaching, which may prove to be unfavourable for the development of reflective thinking, or a lack of consistency in the choice of or guidance towards tasks and activities that encourage reflective thinking.
Lack of reflective thinking implies that the relationship between the mental activities and the outward actions of the student fails to develop. This leads to a restricted personal involvement with the subject matter. For this reason the paper recommends more focus on reflective thinking as a study habit in the teaching of Danish. To support the development of reflective thinking the paper suggests weighting the linkage between the student’s personal experiences and interests and the subject matter in such a way that the student understands the relevance of the matter instead of just memorizing it, on the one hand, and on the other hand securing careful and well-reasoned pedagogical control and guidance so that the conditions for the development are given.
StatusUdgivet - 2011