David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Educational Theory 61 (6):671-708 (2011)
Reflection is an ambiguous buzzword in contemporary educational and professional settings. Work has been done to clarify the concept theoretically, but a gap remains between such clarifications and actual reflective activities in educational and work-related practices. Reflective activities embody epistemological presuppositions about the nature of competence, knowledge, and learning, and about the relation between thinking, communicating, and acting. In this article, Nina Bonderup Dohn identifies the epistemological presuppositions of two paradigm cases of reflection (“solitaire reflection” and “communicative reflection”) and assesses these against a view of knowledge, competence, learning, and action inspired by the Scandinavian interpretation of Ludwig Wittgenstein's philosophy as well as by insights from phenomenology and situated learning. The outcome of Dohn's assessment is that the presuppositions of the paradigm cases are misguided and, therefore, so are the reflective activities. The problems and pitfalls that result from this situation are identified and illustrated with empirical examples. Dohn concludes by suggesting an alternative paradigm: “situated reflection.”
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
John Cowan (2006). On Becoming an Innovative University Teacher: Reflection in Action. Society for Research Into Higher Education & Open University Press.
Adrian Ratkic (2013). Images of Reflection: On the Meanings of the Word Reflection in Different Learning Contexts. [REVIEW] AI and Society 28 (3):339-349.
Paul McIntosh (2010). Action Research and Reflective Practice: Creative and Visual Methods to Facilitate Reflection and Learning. Routledge.
Simone Galea (2012). Reflecting Reflective Practice. Educational Philosophy and Theory 44 (3):245-258.
Nina Bonderup Dohn (2007). Knowledge and Skills for PISA—Assessing the Assessment. Journal of Philosophy of Education 41 (1):1–16.
Peter Silcock (1994). The Process of Reflective Teaching. British Journal of Educational Studies 42 (3):273 - 285.
David Denton (2011). Reflection and Learning: Characteristics, Obstacles, and Implications. Educational Philosophy and Theory 43 (8):838-852.
Christopher Johns (2013). Becoming a Reflective Practitioner. John Wiley & Sons.
Kenneth Knies (2011). The Practical Obscurity of Philosophy: Husserl's “ Arbeit der Probleme der Letzten Voraussetzungen ”. [REVIEW] Husserl Studies 27 (2):83-104.
Elizabeth Anne Kinsella (2010). Professional Knowledge and the Epistemology of Reflective Practice. Nursing Philosophy 11 (1):3-14.
Mikkel Gerken (2012). Univocal Reasoning and Inferential Presuppositions. Erkenntnis 76 (3):373-394.
Frederic L. Bender (1983). Merleau-Ponty and Method: Toward a Critique of Husserlian Phenomenology and of Reflective Philosophy in General. Journal of the British Society for Phenomenology 14:176-195.
Added to index2011-12-14
Total downloads9 ( #157,954 of 1,101,701 )
Recent downloads (6 months)2 ( #178,427 of 1,101,701 )
How can I increase my downloads?