ABSTRACT
This chapter defines reflective learning as a process which involves dialogue with others for improvement or transformation whilst recognizing the emotional, social and political context of the learner. It introduces some of the theories underpinning reflective and organizational learning, and offers some practical ideas for realizing such learning. The chapter offers examinations of practice which give as honest as possible accounts of the learning processes in the organization concerned. These are real stories of the excitement and struggle which organizational learning implies. The chapter draws together studies which report on learning processes that had some programmed element at their centre. It summarizes the role of reflective learning in organizational learning. The individual's responsibility for learning is accepted, as well as the organization's responsibility for their learning, without assuming that learning takes place within a neutral context. The factors of class, race, gender, status and relative opportunity are real elements in a learning environment.
