Chapter 9: Reflexivity: Applying a Reflexive Process to an Educational Context

This contribute deals with human reflexive process and role of narrative devices to foster it.

The work stems from the etymology of the word reflection, which brings to mind the original Latin meaning “to refold.” Authors critically discuss the process of reflexivity starting with a metaphorical comparison of the physical phenomenon of reflection whose literal meaning carries the idea of a light wave refolding on the reflective surface.

About human beings, the specificity of the reflexive process relays upon its semiotic activation and subjectivity, recognizable by the produced signs, regulating functions and actions in the relationships. It is discussed the link between action and reflexivity, considering these two concepts are not completely in opposition to one another, but as two recursively interacting levels, whereas the action can also be seen as a semiotic activity as in the case of the construction of a narration.

Furthermore, the specificity of the human reflexive process is delineated by its intersubjective quality and nature.

The chapter, lastly, declines the theoretical conceptualizations within an educational context made of a training program designed for underachiever university students, who have presented a gap between good competencies and poor academic performance. In particular, the methodology makes use of narration and several discursive narrative codes as specific devices, serving the mediation and the development of the reflexivity.

We believe that an implementation of the reflexive process within a group setting can contribute to the development of one’s own learning modalities and, as a consequence, improve the students’ University performance.