Learning and Reflection
OUTLINE OF REFLECTION
There are many definitions in the literature of reflection, most however agree that it is an active, conscious process
Reflection is often initiated when the individual practitioner encounters some problematic aspect of practice and attempts to make sense of it.
Dewey
Dewey (1933) defined reflection as:
An active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends.
Dewey worked as an educationalist and developed his concept of reflective practice and reflection through experiential learning theories. He concluded in his work that the experience the individual lives through can be described as a dynamic continuum - and that each experience influences the quality of future experiences.
Boud - the learner 's point of view
Boud et al (1985) take a different perspective and define it as:
A generic term for those intellectual and effective activities in which individuals engage to explore their experiences in order to lead to a new understanding and appreciation.
Boud and his co-writers view reflection from the learner 's point of view. They emphasise the relationship of the reflective process and the learning experience against what the learner can do.
Schön - types of reflection
Schön (1987) in his work identifies two types of reflection; these are reflection-in-action (thinking on your feet) and reflection-on-action (retrospective thinking). He suggests that reflection is used by practitioners when they encounter situations that are unique, and when individuals may not be able to apply known theories or techniques previously learnt through formal education.
Greenwood (1993), however, identifies weaknesses and inconsistencies in Argyris and Schön 's work as they fail to follow their own recommendations. This, she argues, has resulted in the implementation and prescription of dubious strategies for the
There are many definitions in the literature of reflection, most however agree that it is an active, conscious process
Reflection is often initiated when the individual practitioner encounters some problematic aspect of practice and attempts to make sense of it.
Dewey
Dewey (1933) defined reflection as:
An active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends.
Dewey worked as an educationalist and developed his concept of reflective practice and reflection through experiential learning theories. He concluded in his work that the experience the individual lives through can be described as a dynamic continuum - and that each experience influences the quality of future experiences.
Boud - the learner 's point of view
Boud et al (1985) take a different perspective and define it as:
A generic term for those intellectual and effective activities in which individuals engage to explore their experiences in order to lead to a new understanding and appreciation.
Boud and his co-writers view reflection from the learner 's point of view. They emphasise the relationship of the reflective process and the learning experience against what the learner can do.
Schön - types of reflection
Schön (1987) in his work identifies two types of reflection; these are reflection-in-action (thinking on your feet) and reflection-on-action (retrospective thinking). He suggests that reflection is used by practitioners when they encounter situations that are unique, and when individuals may not be able to apply known theories or techniques previously learnt through formal education.
Greenwood (1993), however, identifies weaknesses and inconsistencies in Argyris and Schön 's work as they fail to follow their own recommendations. This, she argues, has resulted in the implementation and prescription of dubious strategies for the
References: Dewey, J. 1933. How we think. Henrey Regney, Chicago: 9 Boud, D, Keough, R, Walker, D Schon, D. 1987. Educating the Reflective Practitioner. Josey Bass, San Francisco Reid, B Greenwood, J. 1993, Reflective Practice: A Critique of the Work of Argyris and Schon. J. Adv Nurs 21: 1044-1050 Kemmis, S Johns, C. 1995, The Value of Reflective Practice for Nursing. J. Clinical Nurs. 4: 23-60 Clamp, C Mezirow, J. 1981, A Critical Theory of Adult Learning and Education. Adult Education 32: (1) 3-24 Louden, W