Using the Reflective Judgment Model to Understand and Appraise Effective Reasoning by Social Work Students.
Research suggests that most college and beginning graduate students lack the cognitive complexity required to engage in effective practical and ethical reasoning. Studies on cognitive development support the view that how people approach complex problems varies significantly depending on the underly...
| Publicado en: | Journal of Social Work Education Vol. 59; no. 1; pp. 78 - 91 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Winter2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=161689313&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 161689313 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10437797 SWE jtl: Journal of Social Work Education issn: 10437797 maglogo: Y pubinfo: dt: Winter2023 vid: 59 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 161689313 10.1080/10437797.2021.1970064 ppf: 78 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 684KB tig: atl: Using the Reflective Judgment Model to Understand and Appraise Effective Reasoning by Social Work Students. aug: au: Milner, Marleen Wolfer, Terry A. su: Judgment (Psychology) Problem solving Cognition Theory of knowledge Philosophy of education Decision making Social case work Conceptual structures Critical thinking Learning strategies sug: subj: Judgment (Psychology) Problem solving Cognition Theory of knowledge Philosophy of education Decision making Social case work Conceptual structures Critical thinking Learning strategies ab: Research suggests that most college and beginning graduate students lack the cognitive complexity required to engage in effective practical and ethical reasoning. Studies on cognitive development support the view that how people approach complex problems varies significantly depending on the underlying epistemic assumptions they use to guide their problem-solving strategies and justify their decisions. We recommend King and Kitchener's Reflective Judgment Model (RJM), a cognitive-developmental framework based on epistemology, as a model for assessing students' current approaches to resolving real-world problems and fostering the skills and dispositions necessary to engage in effective decision making. We discuss strategies for using the RJM to assess students' current epistemic assumptions and to design learning experiences that encourage increased sophistication in ethical problem solving. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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