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This involved the examination of the thinking, talking, and interacting processes through a series of case studies involving different professionals working in the engineering, architecture, management, psychotherapy, and town planning domains. His model 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 and social care professions and architectural design. This was demonstrated in the way it influenced
476:- an approach to understand the design process. Through a series of case studies, he explained that the pattern of thinking, talking, and interacting for different types of professionals identified as designers (architects, city planner, engineer, psychoanalyst, scientist, and business manager) are similar with the way they perform strategic moves that is analogous to "talking to the situation" and following which the situation "talks back".
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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).
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neighborhood as urban "blight" and, hence, taking steps rooted in the idea of disease, led to disastrous "urban renewal" projects in the 1960s. In the move for the renewal of the slum area the approach based on the metaphorical view that it is a "blight" or a diseased body is different if the area is
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Donald Schön introduced several important organizing concepts to a wide range of applied fields. He proposed the idea of a "generative metaphor" as figurative descriptions of social situations, usually implicit and even semi-conscious but that shape the way problems are tackled. For example he argued
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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
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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
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to a view of knowledge that featured a "selective inattention to professional competence". In the context of reflective practice, Schön suggested the replacement of the dominant epistemology of technical rationalism with his reflection-in-action framework. His work contributed to the transition of
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inquiry. This emerged out of a self-described inability to understand the process of planning, which included his failure to determine what his students learned from field work experience. Schön then addressed this problem when he developed his "reflection-in-action" notion explained in the book.
491:, Schön provided the foundation to much of the management thinking on descriptive and interventionist dimensions to learning research. One of their theories hold that organizations and individuals should be flexible and should incorporate lessons learned throughout their lifespans, known as
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Much of his later work related to reflection in practice and the concept of learning systems. The course of his career would cover three areas in this field: 1) the learning society; 2) professional learning and effectiveness; and, 3) the reflective practitioner. Together with
448:. Two years later, he further explained that "a learning system must be one which dynamic conservatism operates at such a level in such a way as to permit change of state, without intolerable threat to the essential functions the system fulfils for the self."
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Schön also developed the concept of "learning systems" as he pioneered the studies that aimed to explore the possibility of learning at the supra-individual level. In 1971, he identified a state's government as an example of a learning system in the book
394:'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
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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
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teacher education reformers, who studied architectural and other professional practices. Schön also criticized what he called the commitment on the part of institutions of
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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—
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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
544:". Nancy Schön completed a sequence of works titled "The Reflective Giraffe" in tribute to her late husband with a giraffe as the central icon.
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Fulmer, Robert M., "A model for changing the way organizations learn." Planning Review May–June 1994:20+. General OneFile. Web.
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Fischler, Raphaël (2012). "Reflective
Practice". In Sanyal, Bishwapriya; Vale, Lawrence; Rosan, Christina D. (eds.).
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323:(September 19, 1930 – September 13, 1997) was an American philosopher and professor in urban planning at the
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Handbook of
Reflection and Reflective Inquiry: Mapping a Way of Knowing for Professional Reflective Inquiry
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Learning and
Development for a Multigenerational Workforce: Growing Talent Amongst Age Diverse Employees
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MIT's
Department of City and Regional Planning to become the Department of Urban Studies and Planning.
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Urban
Planning's Philosophical Entanglements: The Rugged, Dialectical Path from Knowledge to Action
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Urban
Planning's Philosophical Entanglements: The Rugged, Dialectical Path from Knowledge to Action
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extends to the realm of many fields of practice, key twentieth century theories of education, like
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Planning Ideas That Matter: Livability, Territoriality, Governance, and
Reflective Practice
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Collective and
Collaborative Drawing in Contemporary Practice: Drawing Conversations
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Together with his MIT colleague Martin Rein, Schön outlined in 1994 the so-called
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Brandenburg, Robyn; Glasswell, Kathryn; Jones, Mellita; Ryan, Josephine (2017).
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Leaders in Philosophy of Education: Intellectual Self-Portraits (Second Series)
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Frame Reflection: Toward the Resolution of Intractable Policy Controversies
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with whom he worked on his ideas which resulted in his first seminal work,
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Urban Planning Education: Beginnings, Global Movement and Future Prospects
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metaphorically seen as a natural community with a stifled natural growth.
775:. Newcastle upon Tyne: Cambridge Scholars Publishing. pp. 338–339.
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in Paris and pursued advanced study in music (piano and clarinet).
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The Reflective Turn: Case studies in and on educational practice
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Duxbury, Nancy; Garrett-Petts, W. F.; MacLennan, David (2015).
800:. Dordrecht: Springer Science & Business Media. p. 5.
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of the bronze duck family from McCloskey's children's classic "
1183:. London: Springer Science & Business Media. p. 288.
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The Reflective Practitioner: How Professionals Think in Action
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Aesthetic Politics: Political Philosophy Beyond Fact and Value
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The Reflective Practitioner: How professionals think in action
359:, he completed Master's and doctoral studies in philosophy at
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and the work of many of its most important theorists, namely
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The Stuff of Thought: Language as a Window Into Human Nature
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who is particularly well known for her installation in the
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Theory in practice: Increasing professional effectiveness
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For many years Schön was with the large consulting firm,
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717:. Stanford, CA: Stanford University Press. p. 261.
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Organizational learning II: Theory, method and practice
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Organizational learning: A theory of action perspective
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may contain excessive or inappropriate references to
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Learning in Sports Coaching: Theory and Application
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Reflective Theory and Practice in Teacher Education
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Social Learning Systems and Communities of Practice
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451:Schön devoted a trilogy of books, which included
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135:, potentially preventing the article from being
1281:MIT School of Architecture and Planning faculty
1081:Nelson, Lee; Groom, Ryan; Potrac, Paul (2016).
920:. New York: Taylor & Francis. p. 245.
1007:The High Cost of Free Parking: Updated Edition
888:Frank, Andrea I.; Silver, Christopher (2017).
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771:Debergue, Yvette; Harrison, James R. (2015).
604:. New York: Teachers College (Columbia), 1991
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983:. Rotterdam: Sense Publishers. p. 164.
1035:. Oxon: Taylor & Francis. p. 245.
892:. Cham, Switzerland: Springer. p. 59.
622:A bibliography was compiled in March 2015.
435:that the practice of describing a troubled
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155:reliable, independent, third-party sources
191:Learn how and when to remove this message
173:Learn how and when to remove this message
103:Learn how and when to remove this message
1204:Newman, Stephen; van der Waarde, Karel.
1056:Abbott, Christine; Taylor, Paul (2013).
773:Teaching Theology in a Technological Age
149:by replacing them with more appropriate
685:"Prof. Donald Schon of DUSP dies at 66"
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618:. Reading, MA: Addison Wesley, 1996.
585:. Reading, MA: Addison-Wesley, 1978.
355:. After undertaking a Bachelor's at
347:and brought up in Massachusetts, at
87:where they are used inappropriately.
958:. Singapore: Springer. p. 28.
597:. San Francisco: Jossey-Bass, 1987.
578:. San Francisco: Jossey-Bass, 1974.
495:. His interest and involvement in
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1085:. Oxon: Routledge. p. 50.
560:Technology and change: The new
474:Conversation with the Situation
314:Ellen, Andrew, Elizabeth, Susan
39:or discuss these issues on the
1058:Action Learning in Social Work
746:. New York: Penguin. pp.
327:. He developed the concept of
282:Learning theorist, philosopher
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611:. New York: Basic Books, 1994
591:. London: Temple Smith, 1983.
1004:Shoup, Donald (2017-10-20).
660:. Cambridge, MA: MIT Press.
554:The Displacement of Concepts
388:The Displacement of Concepts
453:The Reflective Practitioner
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1271:University of Paris alumni
1031:Bolan, Richard S. (2017).
944:, accessed 3 February 2023
916:Bolan, Richard S. (2017).
852:Lyons, Nona (2010-04-07).
824:; Journeaux, Jill (2017).
556:. London: Tavistock, 1963.
424:Organizational Learning II
1276:Harvard University alumni
979:Waks, Leonard J. (2014).
796:Blackmore, Chris (2010).
713:Ankersmit, F. R. (1996).
644:Donald Schon at infed.org
565:. Oxford: Pergamon, 1967.
371:. He also studied at the
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363:. His thesis dealt with
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738:Pinker, Steven (2007).
569:Beyond the Stable State
493:organizational learning
446:Beyond the Stable State
420:Organizational Learning
400:Beyond the Stable State
333:organizational learning
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542:Make Way for Ducklings
502:experiential education
291:Arthur D. Little, Inc.
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236:Boston, Massachusetts
1206:"Schön bibliography"
538:Boston Public Garden
339:Education and career
1158:. Oxon: Routledge.
457:reflective practice
329:reflective practice
1261:Design researchers
646:accessed July 2007
614:(with C. Argyris)
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361:Harvard University
272:Harvard University
246:September 13, 1997
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248:(1997-09-13)
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145:Please help
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79:Please help
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33:Please help
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1251:1997 deaths
1246:1930 births
1143:Nancy Schön
695:29 November
548:Major works
534:Nancy Schön
514:Carl Rogers
392:Thomas Kuhn
382:along with
305:Nancy Quint
287:Employer(s)
1240:Categories
626:References
562:Heraclitus
510:Kurt Lewin
506:John Dewey
437:inner city
365:John Dewey
228:1930-09-19
163:March 2015
147:improve it
137:verifiable
93:March 2015
81:improve it
36:improve it
1230:Infed.org
353:Worcester
349:Brookline
259:Education
151:citations
42:talk page
1211:21 March
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