恢复学院学习模式的哲学分析:特征和与学习理论的联系
Galaad Lefay1,2, Catherine Briand1,2, Anick Sauvageau1,2
1Department of occupational therapy, University of Quebec at Trois-Rivières, Trois-Rivières, QC, Canada.
Frontiers in psychiatry
|August 12, 2025
概括
恢复学院模式整合了社会建设主义和其他学习理论,以促进心理健康和社会包容. 这种方法重视多元化的知识,促进公平,改变个人和系统.
科学领域:
- * 教育 * 教育 *
- * * 心理学 心理学
- * 社会科学 * 社会科学
背景情况:
- * 恢复学院 (RC) 模式,起源于英国,是一种创新的学习方法,专注于心理健康,福祉和社会包容.
- * 它强调联合生产和通过协作学习整合临床,体验和理论知识.
- *尽管它正在扩大,但对它的理论基础,特别是它与社会建设主义的联系的深入研究是有限的.
研究的目的:
- * 定义和描述恢复学院的学习模式.
- *通过理论和哲学镜头识别和分析它与关键学习理论的联系.
- * 提高对其作用机制和教学实践的理解.
主要方法:
- *采用了一种解释学哲学方法.
- *这项研究涉及六个步骤:定义RC模型,确定关键的学习理论,选择哲学观点,分析RC模型,确定连接,并验证分析.
- *哲学观点包括认识论,伦理和政治观点.
主要成果:
- * 确定了五个行动机制,九个关键原则和四个RC模型的操作.
- *RC模型整合了社会构造主义,认知构造主义,andragogy和变革性学习的概念.
- *哲学分析揭示了RC在解决认识论正义,权力关系和创造包容性学习空间方面的作用.
结论:
- * 恢复学院模型重视知识多元性,以解决认识系统的不公正,并重新平衡知识关系.
- * 它建立了安全,平等的认识空间,支持包容性学习,与公平,多样性和包容性原则保持一致.
- *该模型的伦理政治立场通过协作学习挑战压迫和耻辱,改变个人和系统.
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