Reflective Education through Curriculum

Topics: Education, Learning, Critical thinking Pages: 8 (1108 words) Published: December 13, 2013
ISSN : 2278 – 5639
Global Online Electronic International Interdisciplinary Research Journal (GOEIIRJ) {Bi-Monthly} Volume - II, Special Issue - I on Reflective Education October 2013

Santosh A. Melashetty
Assistant Professor
KER Society’s M.Ed. P.G. Centre
Karnatak College of Education, Bidar
Reflection means to describe one basic level of thinking i.e. what you did ? What others did? and how you felt ?etc. Reflection has often been viewed as synonymous with critical thinking. Reflection is an important human activity in which people recapture their experience. Think about it, null over and evaluate it. It is the working with experience that is important in teaching / learning. John Dewey (1933) states, reflection involves a willingness to engage in constant self appraisal and development, reflection implies flexibility, rigorous analysis is social awareness. Reflection is being increasingly viewed as a valuable learning method for different purpose. There are main two important types of reflections i.e. dialogical and critical reflection and it follows the guided and action research method and it goes in cyclic way. REFLECTIVE EDUCATION :

Reflective Education refers to the process of the educator studying his/her own teaching methods and determining what works best for the students regarding subjects and moreover critical and analytical thinking about the learning and teaching activities. Teaching – learning are complex and there is no one right approach, reflecting on different versions of teaching approaches and reshaping past and current experiences will lead to improvement in teaching, learning and education reflection in action helps teacher in making the professional knowledge that they will gain from their experience in classroom.

In reflective education educator engage in thinking critical thinking and analytical approach about curriculum and think to apply the previous experience to present situation makes teaching learning approaches and activities more meaningful.

Secondary Education Commission (1952-54) says, curriculum includes the totality of the experiences that a pupils receives through the manifold activity, that go on in the school, classroom,

ISSN : 2278 – 5639

Page 21

ISSN : 2278 – 5639
Global Online Electronic International Interdisciplinary Research Journal (GOEIIRJ) {Bi-Monthly} Volume - II, Special Issue - I on Reflective Education October 2013

library, laboratory, play ground and workshop etc. In this sense whole life of the school becomes curriculum.
Cunningham says, curriculum is a tool in the hands of the artist to mould his material according to his ideals in his studio.
Dialogic reflection means, discourse with the self to explore a given event or incident. For example, the individual thinks about what educators are going to do in their lectures, about the information they would like to convey, the method they intend to use, the level of engagement and so on. In advance of delivery of the class about content, after wards they then consider how well they achieved their intended goals and which aspects require further attention regarding the content. METHOD FOLLOWED IN DIALOGIC REFLECTION :

Guided method followed in dialogic reflection, it involves engaging with a series of questions regarding the contents. For example: Topic: Micro organisms. *

What most important / useful / relevant event or idea?
Definitions, structure, useful and harmful micro organisms.


How can be explained?
Inductive and deductive approach, demonstration method etc.


How is it similar to and different from other events?
Here Educator think and apply the post knowledge, experience to the present situation regarding content.


What I have learned from this?
Educator learns thinking about the micro organisms,...
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