Reflective Seminar Module 2

Student’s Name
Professor’s Name
Course
Date
Leader Development
I have always been an audacious spirit, and always admired exploration and adventure. That means having the ability to the navigate through the concrete jungle of the 21st century; a valuable skill known as driving. Ever since my formative years, I had been pestering my father to make me proficient in this skill so that I can finally be allowed to plan out my excursions. Finally, on one eventful day he gave in to my wishes. He took me to an empty parking lot a few miles from our residence where we practiced for the next couple of weeks.
I had many assumptions prior to my first experience, primarily underestimating the whole ordeal until my first test run. I also felt that my father was an exceptional tutor but my overconfident nature assured me that I would be able to prove my abilities to him within an hour. These assumptions were challenged by the meticulously planned obstacles that only unlocked upon the successful completion of my father’s intricately designed traffic rule trivia and assessments, aimed at augmenting my skill and capabilities as a driver while teaching responsibility for my actions. Even though I learned how to drive in a few hours, it took me several days to successfully pass all of my father’s tests. That experience changed my outlook to never underrate or underestimate anything and to be well prepared for any task no matter how menial or trivial it may seem. It made me appreciate the social responsibilities regulating the laws of the road and the reasons why such measures have to be taught, legislated, enacted, and enforced.

In accordance with Kolb’s experiential learning theory (Kolb 54), this experience changed the rudimentary definitions and principal categorizations that I had conceived to define the driving and the accountabilities associated with it. If such an experience is correlated with the Events Model (Fiddler & Marienau 82), the events designed by my father induced in localized and ambient manner, thought-provoking reflections that made me realize the significance and responsibility of an action which I originally thought to be nothing but a means to an end. Research has identified such learning process, encompassing principles of identity, community, responsibility, and knowledge attainment to be cardinal in allowing viable candidates to learn through a diverse array of contextual lenses; stretching their imaginative horizons to better understand the purpose and meaning of any action or skill (Sullivan & Rosin 94).
Works Cited
Fiddler, M., & Marienau, C. “Developing habits of reflection for meaningful learning”. Linking adults with the community: Promoting civic engagement through community-based learning. New Directions for Adult and Continuing Education. Ed. S. Reed & C. Mariney. San Francisco: Jossey – Bass, 2008, pp. 75 – 85. Print.
Kolb, D. A. Experiential Learning: Experience as the Source of Learning and Development. Upper Saddle River, N.J: FT Press, 2014. Print.
Sullivan, W. M., & Rosin, M. S. “Practical Reason as an Educational Agenda.” A New Agenda for Higher Education: Shaping a Life of the Mind for Practice. Princeton, N.J: The Carnegie Foundation for the Advancement of Teaching, 2008. 93 – 95. Print.
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