User:Simulo/DonaldSchonDraft

CITE
 * Design/reflective Practice: SCHÖN : DESIGN AS A REFLECTIVE  PRACTICE Willemien Visser
 * »For Schön, design was one of a series of activities in domains that involve reflective practice : City planning, engineering, management, and  law, but also education, psychotherapy, and medicine. «
 * Action Research: A Brief Overview, Judith M. Newman, LINK: http://www.qualitative-research.net/index.php/fqs/article/viewArticle/1127/2507
 * »…teacher research (COCHRAN-SMITH & LYTLE 1993), action research (WINTER 1987, CARR 1989), reflective practice (SCHÖN 1983, 1987), at the heart of all of these investigative enterprises has been a common focus on practice-as-inquiry (NEWMAN 1992).…«
 * Design/reflective Practice/generative metaphors/technical rationality Donald Schon’s  Philosophy  of  Design  and Design  Education LEONARD  J.  WAKS
 * »his notion that all professional practice is ‘designlike,’«
 * »From the  first  the  major  influence  on  his  thought  was  John  Dewey’s theory of inquiry.« (ref: Schon, D.: 1992, ‘The Theory of Inquiry: Dewey’s Legacy to Education’,)
 * Discovery1: technological change and identity
 * Discovery2: » generative  metaphors  permitted  us  to  ‘con- struct  meaning’  in  our  perpetually  changing  circumstances,  providing continuity between our older experiences and our new situations by pointing at  similarities  or  family  resemblances…«
 * Discovery3: » professional practice has increasingly become  the  primary  institutional  channel  whereby  all  significant problems  are  addressed,«
 * Discovery4: »crisis of professional practice. Society was questioning the legitimacy of  professional  autonomy,  and  professionals  themselves  could not  give  a  persuasive  account  of  its  rational  or  moral  basis. «
 * »Practice is a knowledge affair. Practitioners apply tacit  knowledge-in-action,  and  when  their  messy  problems  do  not  yield  to it,  they  do   not take  ‘time  out’  to  reflect,  and  they  do  not  disengae«
 * Schon discovered "generative Metaphors" as framing ideas
 * His hypothesis is that all professions are ‘designlike’ in somerelevant respects. Thus we can organize all professional education on the template of educating designers
 * * Design teaching is coaching
 * * Schon sees the contemporary university as undermined by the epistemology of technical rationality, and wishes to construct a new university upon a new, design-centered view of learned practice
 * auer, N.: 1992, Dewey and Schon: An Analysis of Reflective Thinking, American Educational Studies Association,  Kansas  City.
 * Nursing Science: Reflection: nursing's practice and education panacea? (.J. Burton BARGN)
 * Technical rationality in Schön’s reflective practice: dichotomous or non‐dualistic epistemological position (On: Nursing, Technical Rationality, Connection to Dewey)
 * Demystifying Reflection:  A  Study  of Pedagogical  Strategies  That  Encourage Reflective  Journal  Writing ELIZABETH  SPALDING  AND  ANGENE  WILSON

Following content has been copied from the Article Donald Schön (in 12th of March, 2017):

— Donald Alan Schön (September 19, 1930 – September 13, 1997) was a philosopher and professor in urban planning at the Massachusetts Institute of Technology who developed the concept of reflective practice and contributed to the theory of organizational learning.

Education and career
He was born in Boston and brought up in Massachusetts, at Brookline and Worcester. After doing a Bachelor's at Yale University, he completed Master's and doctoral studies in philosophy at Harvard University. His thesis dealt with Dewey's theory of inquiry. He also studied at the Sorbonne in Paris and pursued advanced study in music (Piano and clarinet).

For many years Schön was with the large consulting firm, Arthur D. Little along with Raymond Hainer with whom he worked on his ideas which resulted in his first seminal work, The Displacement of Concepts. In fact this original work was a new interpretation on the history of the ideas of all time—a complement to Thomas Kuhn's work or even a more accurate look at the dynamics of invention. His later works there presaged a lifetime of interest in the subtle processes whereby technological and other change is absorbed (or not) by social systems. In 1970, he delivered the Reith Lectures for the BBC, on how learning occurs within organizations and societies that are in permanent states of flux. These presentations were published subsequently in his Beyond the Stable State.

Donald Schön became a visiting professor at the Massachusetts Institute of Technology in 1968 and stayed on with an appointment in 1972 as Ford Professor of Urban Studies and Education. He remained there until his death in 1997. During these decades his long collaboration with adult education/organizational behavior expert Chris Argyris yielded key insights into the question of how organizations develop, adapt, learn or fail in these critical missions. Their collaboration led to two books in the 1970s— Theory in Practice and Organizational Learning—the latter of which was completely revised and published in 1996 as Organizational Learning II.

Contributions
Donald Schön introduced several important organizing concepts to a wide range of applied fields:

Much of his later work related to reflection in practice and the concept of learning systems. He (along with Chris Argyris) maintained that organizations and individuals should be flexible and should incorporate lessons learned throughout their lifespans, known as organizational learning. His interest and involvement in jazz music inspired him to teach the concept of improvisation and 'thinking on one's feet', and that through a feedback loop of experience, learning and practice, we can continually improve our work (whether educational or not) and become a 'reflective practitioner'. Thus, the work of Schön fits with and extends to the realm of many fields of practice, key twentieth century theories of education, like experiential education and the work of many of its most important theorists, namely John Dewey, Kurt Lewin, Carl Rogers and David A. Kolb.
 * the idea of a "generative metaphor", figurative descriptions of social situations, usually implicit and even semi-conscious but that shape the way problems are tackled, for example seeing a troubled inner city neighborhood as urban "blight" and, hence, taking steps rooted in the idea of disease.
 * "learning systems" - Schön was a pioneer of studies aimed at exploring the possibility of learning at the supra-individual level
 * reflective practice inquiry - Schön's seminal 1983 book, The Reflective Practitioner, challenged practitioners to reconsider the role of technical knowledge versus "artistry" in developing professional excellence. The concept most notably affected study of teacher education, health professions and architectural design.
 * Frame reflection - the title of a 1994 book co-authored with MIT colleague Martin Rein, prescribed critical shared reconstruction of "frames" of social problems which are otherwise taken for granted and advocated system-level learning to find solutions for "intractable policy controversies."

Schön believed that people and organizations should be flexible and incorporate their life experiences and lessons learned throughout their life. This is also known as Organizational learning (Fulmer, 1994). Organizational learning is based on two things. The first being single–loop learning and the second being double–loop learning. The former refers to the process that occurs when organizations adjust their operations to keep apace with changing market conditions. And then the latter refers to not just adjusting to the market, but also to the creation of new and better ways of achieving business goals (Fulmer, 1994).

Personal life
Donald Schön was married to sculptor Nancy Schön who is particularly well known for her installation in the Boston Public Garden of the bronze duck family from McCloskey's children's classic "Make Way for Ducklings". Nancy Schön completed a sequence of works titled "The Reflective Giraffe" in tribute to her late husband with a giraffe as the central icon.

Major works
A bibliography was compiled in March 2015.
 * The Displacement of Concepts. London: Tavistock, 1963.
 * Technology and change: The new Heraclitus. Oxford: Pergamon, 1967.
 * Beyond the Stable State. Harmondsworth: Penguin/ New York: Norton, 1973
 * (with C. Argyris) Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass, 1974.
 * (with C. Argyris) Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley, 1978.
 * The Reflective Practitioner: How professionals think in action. London: Temple Smith, 1983.
 * Educating the Reflective Practitioner. San Francisco: Jossey-Bass, 1987.
 * (ed.) The Reflective Turn: Case studies in and on educational practice. New York: Teachers College (Columbia), 1991
 * (with M. Rein) Frame Reflection: Toward the Resolution of Intractable Policy Controversies. New York: Basic Books, 1994
 * (with C. Argyris) Organizational learning II: Theory, method and practice. Reading, MA: Addison Wesley, 1996.