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Self-reflection is the ability to witness and evaluate one's own cognitive, emotional, and behavioural processes. In psychology , other terms used for this self-observation include "reflective awareness" and "reflective consciousness", which originate from the work of William James .
Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön. [ 4 ] [ 5 ] In a professional context, this is known as reflective practice , wherein the use of the reflective process allows a practitioner to understand their experiences differently and take action accordingly.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.
A low level of reflexivity would result in individuals shaped largely by their environment (or "society"). A high level of social reflexivity would be defined by individuals shaping their own norms, tastes, politics, desires, and so on. This is similar to the notion of autonomy. (See also structure and agency and social mobility.)
"Praxis involves engaging in a cycle of theory, application, evaluation, reflection, and then back to theory. Social transformation is the product of praxis at the collective level." [12] Critical pedagogue Ira Shor, who was mentored by and worked closely with Freire from 1980 until Freire's death in 1997, [13] defines critical pedagogy as:
A good life need not be an especially reflective one; most of the best lives are just lived rather than studied. But there are moments that cry out for self-assertion, when a passive bowing to fate or a mechanical decision out of deference or convenience is treachery, because it forfeits dignity for ease."
If the reflection is written for academia—that is, it is not a personal reflection or journal—additional features include: [5] Theory: An academic reflection will integrate theories and other academic works to explain the reflection. For example, a writer might say: "Smith's theory of social engagement might explain why I reacted the way I ...
The course of his career would cover three areas in this field: 1) the learning society; 2) professional learning and effectiveness; and, 3) the reflective practitioner. [18] Together with Chris Argyris , Schön provided the foundation to much of the management thinking on descriptive and interventionist dimensions to learning research. [ 19 ]