Learning to be intellectually insecure: the dis/empowering effects of reflexive practice

Abstract

This paper poses the question ‘Is it possible to think too much and too deeply about the meanings in our work?’ This paper presents case study approaches to adult learning in terms of two narratives: learning as journeying and the confessional account. My aim is firstly to draw attention to the processes of reflective learning embedded in concepts of reflexivity. Thus, learning to be reflexive is as significant as the products of reflexivity. Secondly, I highlight the ways in which the processes and products of reflexivity can be simultaneously dis/empowering.