Chapter 11: Seeking for “Otherness”: Training to the Reflexive Competence

According to a semiotic, dynamic, and cultural standpoint, we recognize as distinctive field of reference of a reflexive learning approach the meanings which are embedded in the discursive and behavioral practices enacted by the trainees in the course of their training activities.

Consistent with the idiographic perspective, which stresses the uniqueness and, at the same time, the dynamicity of the processes deployed in a specific learning setting, we address the utility of a training method which makes use both of open texts tools (Eco, 1979), conversational processes and case-reporting methodology, as a way for making explicit and develop the plurality of the trainees’ subjective points of view on the training experience, through the methodological choice of making them the subject of sensemaking.