ABSTRACT
Traditional academic learning has tended to emphasize learning as exclusively a mental process, whereas progressive approaches to learning insist that learners must be active and learn by doing. Early research on learning, dominated by behaviourism and cognitive psychology, limited itself to measurable, observable behavioural outcomes. The social nature of learning offers opportunities for the learner to reflect upon her learning not only by herself, but with others. Being able to undertake reflection alone is necessary but not sufficient. Determining who part of the learning relationship is will be important depending upon the nature of the learning task. For example, it may be inappropriate to organize development groups or learning partners where there are line relationships between members of the group. Reflective learning for transformation occurs when learners are enabled to pause and reconsider, preferably with others, the nature of what they are doing.
