Action reflection learning: a learning methodology based on common sense

Purpose - The purpose of this paper is to describe the origins and evolution of action reflection learning [ARL], a methodology of learning developed over the last 30 years by practitioners working with the MiL Institute in Sweden and LIM, Leadership in International Management LLC. Design/methodology/approach - The paper is based on a descriptive exploratory qualitative study conducted by the author to explore the principles and elements of ARL. The research included a literature review, a survey and interviews with 23 ARL practitioners from Europe, USA and Latin America. The paper presents the elements identified in that study and the assumptions on which the ARL approach is grounded. Findings - While the elements can be related to a broad body of knowledge and conceptual theories, the ARL practice has evolved almost oblivious of scholarly models, raising interesting questions about the usefulness for adult educators of theoretical frameworks, as well as the development process of what is called 'common sense'. Originality/value - This paper highlights the value of practitioners' judgment, and questions the connection between theories and practice, when theoretical frameworks are not applied as academics would like to see them used. Teachers, instructors, facilitators and other professionals involved with designing and implementing learning scenarios will find a new perspective to their practice.

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