REFLECTIVE PAPER

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Reflective Paper

[Writer`s Name]

[Institute`s Name]

Executive Summary

The term enterprise has at least two different meanings. One meaning stresses the innovative character of enterprise, defining it as the tangible outcome of entrepreneurship. Another meaning does not require enterprises to be particularly innovative. According to this meaning, enterprises are organizations with a pro aim whose main activity is producing and selling goods or services. In an enterprise, the material interest of capital investors is subject to limits. However, enterprises include not just organizations with a positive non-distribution constraint but also organizations like cooperatives, which may distribute profits but only to a limited extent, thus avoiding profit maximizing behavior. Further elements to narrow down this definition are that the enterprise has a high degree of autonomy (not managed, for example, by a public authority or a for-profit business), carries a significant level of economic risk involves a minimum amount of paid work. It does not base decision-making power on capital ownership, and lets the various parties affected by the organization participate in decision making.

Reflective Paper

Introduction

In this paper, we try to focus on the Group Dynamics, Entrepreneurship, and Experiential Learning. The paper discussed all three in detail. The paper also highlights analytical and critical sections by comparing and contrasting the recommendations of theory with observations of practice. Finally, paper concludes with the overall discussion.

Experiential Learning

Experiential learning is defined simply as learning by doing. This mode of teaching and learning stands in contrast to, the traditional, didactic instruction in which the active teacher transmits knowledge to the uninvolved student. Rather, experiential learning calls for an active, adaptive, and ongoing learning by the student wherein a relationship is created between the student and teacher. This topic is relevant today due to our current national philosophies around education, which are, in some cases, not meeting the needs of the students they are meant to serve. The high-stakes testing, assessment, and teacher accountability as outlined in the No Child Left behind Act of 2001 (NCLB) is a reaction to this crisis, but one that is controversial. Experiential learning offers an alternative to high-stakes student and teacher assessment. This entry includes a description of the philosophy behind, and example of, this mode of instruction (Dewey, 1997, 45).

Comparing and contrasting the recommendations of theory with observations of practice

The Learning Experience

Imagine for a moment a father and son sitting in the driveway of the family's home on the Fourth of July enjoying the fireworks being displayed. The son is only 4 years old, and the father is reluctant to allow his son to be near any of the fireworks. The father has purchased sparklers for the occasion and spends several minutes explaining to his son how dangerous the sparklers can be. The son stands passively listening to his father's instructions. The father feels that his explanation about the dangers of sparklers has been adequate.

The feedback from the son, both verbal and nonverbal, indicates that the boy understands the lesson being taught. Feeling confident that his son understands, the father lights the sparkler ...