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ERIC Number: EJ949724
Record Type: Journal
Publication Date: 2011-Dec
Pages: 38
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-2004
On the Epistemological Presuppositions of Reflective Activities
Dohn, Nina Bonderup
Educational Theory, v61 n6 p671-708 Dec 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."
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A