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This paper presents an analysis and clarification of the major role of critical reflection of assumptions (CRA) in adult learning. It examines the differences among types of critical reflection, the role of CRA in the Transformation Theory of adult learning, philosophical foundations of CRA, its development over the lifespan, non-cognitive aspects, its function in both tacit and explicit decision-making, and its role in the validation of beliefs and expressions of feelings through discourse. The paper includes a taxonomy of applications of CRA and discussion of educational implications of this construct.
Jack Mezirow (Fri,) studied this question.
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