Main Article Content
This paper explores the concept of unlearning learning through three projects conducted by university colleagues. It questions whether it is necessary to unlearn in order to truly accommodate and synthesise new ideas into a reflective praxis. It suggests that perhaps we do not really unlearn but loosen some of the threads of our knowledge and experience so that they are not bound so steadfastly. The untangling of some of our thoughts does not simply make room for the addition of a new body of knowledge, but assimilates the new knowledge in the light of previous experiences, re-organises connections between previous experiences, brings new insights and alters our understanding, beliefs and behaviour.
How to Cite
ORLANDI, Kathleen Julie; ANDERSON, Babs. Researching the Role of Dialogue, Writing and Critical Reflection in Unlearning for Students with Professional Backgrounds. Teaching Anthropology, [S.l.], v. 2, n. 1, oct. 2012. ISSN 2053-9843. Available at: <https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/285>. Date accessed: 23 apr. 2019. doi: http://dx.doi.org/10.22582/ta.v2i1.285.
Education; professional; learning; enculturation
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