I suspect this is part of a larger problem. There is in his work a lack of attention to the ways in which people’s sense of self, their frames of reference are formed in dialogue with others. To some extent this is mitigated by his stress on active experimentation. His work was grounded in the idea that ‘the individual student teacher learns to reflect on a particular experience individually’ (Cinnamond and Zimpher 1990: 58). Second, there is not a real grasp of reflection as an interactive or dialogical process. He still seems in half a mind to offer a set method. Yet Dewey still left a hostage to fortune by using terms like stage and phase. In practice, two of the phases may telescope, some may be passed over (ibid: 207). (Dewey 1933: 190).įirst, these five elements can be approached in a rather linear and mechanistic way. What is present carries or bears the mind over to the idea and ultimately the acceptance of something else. This process of arriving at an idea of what is absent on the basis of what is at hand is inference. In every case of reflective activity, a person finds himself confronted with a given, present situation from which he has to arrive at, or conclude to, something that is not present. We can see links with Schön’s view of reflective practice in the way in which educators focus on problems and experiment with situations. Testing the hypothesis by overt, or imaginative action. The mental elaboration of the idea, or supposition as an idea or supposition (reasoning, in the sense in which reasoning is a part, not the whole, of inference).ĥ. The use of one suggestion after another as a leading idea, or hypothesis, to initiate and guide observation and other operations in collection of factual material.Ĥ. An intellectualization of the difficulty or perplexity that has been felt (directly experienced) into a problem to be solved.ģ. Suggestions, in which the mind leaps forward to a possible solution.Ģ. These states of thinking are as follows:ġ. Dewey and How We Thinkĭewey defined reflective thought as ‘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 conclusions to which it tends’ (Dewey 1933: 118). While there are a number of questions about the model he put forward, it does provide a good starting point for looking at some of the elements of the reflective process. His thinking still runs through the work of key writers such as Boud et al (1985) and Schön (1983 1987). He wrote this book for teachers and the first edition became the ‘bible’ of progressive educators in the USA (Rorty 1989: ix). How We Think (1910 1933) has made a unique impact on education. When considering reflection we cannot escape the figure of Dewey. – reflection: turning experience into learning What constitutes reflection – and what significance does it have for educators? The contributions of Dewey, Schön and Boud et.
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