Defining Reflection: Another Look at John Dewey and Reflective Thinking

Abstract

Thinking, particularly reflective thinking or inquiry, is essential to both teachers’ and students’ learning. In the past 10 to 15 years numerous commissions, boards, and foundations as well as states and local school districts have identified reflection/inquiry as a standard toward which all teachers and students must strive. However, although the cry for accomplishment in systematic, reflective thinking is clear, it is more difficult to distinguish what systematic, reflective thinking is. There are four problems associated with this lack of definition that make achievement of such a standard difficult. First, it is unclear how systematic reflection is different from other types of thought. Second, it is difficult to assess a skill that is vaguely defined. Third, without a clear picture of what reflection looks like, it has lost its ability to be seen and therefore has begun to lose its value. And finally, without a clear definition, it is difficult to research the effects of reflective teacher education and professional development on teachers’ practice and students’ learning. It is the purpose of this article to restore some clarity to the concept of reflection and what it means to think, by going back to the roots of reflection in the work of John Dewey. I look at four distinct criteria that characterize Dewey's view and offer the criteria as a starting place for talking about reflection, so that it might be taught, learned, assessed, discussed, and researched, and thereby evolve in definition and practice, rather than disappear.

Sustaining change towards racial equity through cycles of inquiry

“…Dowd, Bishop, & Bensimon, 2015;Dowd, Bishop, Bensimon, & Witham, 2012;Rueda, 2012;, our theoretical frame integrates practice theory with cultural historical activity theory (CHAT). We use practice theory, which explicates how individual practitioners develop expertise to address problems of practice, to analyze what practitioners learn and do through practitioner inquiry (Kemmis & McTaggart, 2000;Reason, 1994;Rodgers, 2002) and CHAT (Engeström, 2001(Engeström, , 2008Portes & Salas, 2011;Rueda, 2012) to analyze how the learning of individuals can constitute organizational learning on behalf of their organizations (Lee, 2011;. Utilizing practice theory and CHAT together creates a multifaceted analytical lens because CHAT expands on the more individualistic lens of practice theory by placing the practices of individual practitioners in social, cultural, and historical context (Portes & Salas, 2011).…”

“…In the literature review, we synthesize studies of the use of data for organizational learning and change towards racial equity in higher education. As we discuss in our literature review, published works offer many examples of change among individuals who adopt a stronger identity as change agents through participation in action research utilizing practitioner inquiry (the systematic use of observation and data to hone one's professional expertise; Rodgers, 2002). At times, individual agency for equity has been associated with programmatic and departmental level reforms.…”

Taking Nothing for Granted in Management Education: A Systemic Perspective on the Role of Reflective Questioning

“…Habits of mind can be defined as "a set of assumptions -broad generalized, orienting predispositions that act as a filter for interpreting the meaning of experience" (Mezirow, 2000, p. 17-18). Moreover, instantaneous experimentation (e.g., thought experiments) may serve to drive and trigger reflection (e.g., Schön, 1983 and1987;Rodgers, 2002;Cope, 2003;Ramsey, 2005).…”

Qualitative Analysis of Written Reflections during a Teaching Certificate Program

“…Medicine, nursing, and pharmacy are among the disciplines that are adapting these types of reflective processes in curricula to aid in learning as well as improve patient care. [13][14][15][16][17][18][19][20][21] The extent of medical residents' reflection has been explored [13][14][15] and showed that physicians' decision-making skills were improved in complex clinical cases if they were able to critically reflect on those experiences. 15 An evaluation of nursing students concluded that interview sessions (individual, paired, and group) on reflective practice were viewed as beneficial for the participating students and encouraged them to practice reflective thinking on their own.…”

“…17 Like many other professions over the past few decades, accreditation standards for pharmacy education require student reflection and subsequent assessment of these skills. [18][19][20] Additionally, the American Society of Health-System Pharmacists Required Competency Areas, Goals, and Objectives, for Postgraduate Year One Pharmacy Residencies address the need for residents to reflect on their personal performance and professional development. 21 Published works on reflection in pharmacy center on pharmacy students, but the literature suggests reflection is necessary in the day-to-day practice of a pharmacist as well.…”