Introduction to the Major Influences on Development of the Concept of “Reflection”

Writing about reflection and reflective practice has a long history. In this chapter, the ideas of educational thinkers important in the field are presented. Readers new to the literature on reflection will find the summaries helpful, as the ideas are referred to frequently in later chapters. The earliest author whose work is presented is John Dewey, known as the ‘father of reflection’ and whose influence is still strong. Dewey distinguished between routine ways of acting, which preclude change and growth, and behaviour based on thoughtful reflection. Other authors, such as van Manen, Schön, Brookfield, Argyris, Zeichner, Liston and Boud have offered various theoretical and practical suggestions to guide thoughtful reflection and the development of reflective practitioners in the professions. Major concepts discussed here and found in later chapters include levels of reflection (technical, practical and critical); single-loop and double-loop learning; reflection for-, in- and on-action; assumptions and lenses; orientations; emotions; collaborative and productive reflection; and context.