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  • Learning through Writing: Mimetic Processes in Action

    Author(s)
    Billett, S
    Griffith University Author(s)
    Billett, Stephen R.
    Year published
    2016
    Metadata
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    Abstract
    This chapter offers an explanation of the processes of learning that arises through individuals engaging in writing and for professional development purposes. It proposes that this learning arises through mimetic processes (i.e. observing, imitation, practice and monitoring) that are central to the thinking and acting that comprise the act of writing. These mimetic processes are foundational to human cognition, meaning-making and engagement in and outcomes of participation in goal-directed activities, such as writing. The account provided here is aligned with how these processes are or can be directed to worthwhile and ...
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    This chapter offers an explanation of the processes of learning that arises through individuals engaging in writing and for professional development purposes. It proposes that this learning arises through mimetic processes (i.e. observing, imitation, practice and monitoring) that are central to the thinking and acting that comprise the act of writing. These mimetic processes are foundational to human cognition, meaning-making and engagement in and outcomes of participation in goal-directed activities, such as writing. The account provided here is aligned with how these processes are or can be directed to worthwhile and purposeful goals, such as professional development. In all, mimetic learning is founded on both inter-and intra-psychological processes. That is, how individuals engage with the world beyond them (i.e. inter-psychologically) and also their cognitive, sensory and neural processes (i.e. intra-psychologically) when enacting goal-directed activities. Central here are foundational human processes associated with cognition and how humans engage in processes of construing what they experience and constructing knowledge from them. Such foundations are helpful for considering how learning arises through engaging in writing activities, and as such its contributions to individuals’ professional development.
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    Book Title
    Writing for Professional Development
    DOI
    https://doi.org/10.1163/9789004264830_003
    Subject
    Education
    Curriculum and pedagogy theory and development
    Publication URI
    http://hdl.handle.net/10072/349171
    Collection
    • Book chapters

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