2.4 Reflective Learning
Reflective learning is a process of self-awareness and introspection that enables individuals to reflect on their experiences, behaviors, and actions. Reflective learning has a long history, and its roots can be traced back to ancient Greek philosophy, where Socrates famously said, "The unexamined life is not worth living."
In the early 20th century, John Dewey, an American philosopher and educational reformer, developed the concept of reflective thinking as a way of improving education. Dewey believed that reflective thinking was an important part of the learning process and that individuals could learn more effectively by reflecting on their experiences and connecting them to their prior knowledge.
In the 1960s, Donald Schön, a theorist and professor of urban planning, further developed the concept of reflective learning in his book, "The Reflective Practitioner." Schön argued that professionals, such as architects, engineers, and doctors, could improve their practice by reflecting on their experiences and learning from them.
In the 1980s and 1990s, reflective learning became an important part of teacher education programs, with many educators recognizing the value of reflective practice in improving teaching and learning outcomes. Today, reflective learning is widely used in various fields, including education, healthcare, social work, and business.
In recent years, technology has also played a role in reflective learning, with online platforms and mobile apps designed to facilitate reflective practice and self-reflection. Reflective learning continues to evolve, with researchers and practitioners exploring new ways to incorporate reflective practice into various contexts and improve its effectiveness
Graham Gibbs, a British educational psychologist and professor at the University of Oxford. Gibbs' reflective learning cycle is a six-stage model that describes the process of reflective practice:
Description: A description of the experience or situation being reflected upon.
Feelings: Reflection on the emotions and feelings experienced during the experience or situation.
Evaluation: An evaluation of the experience, including an assessment of its positive and negative aspects.
Analysis: An analysis of the experience, including an exploration of its causes and effects.
Conclusion: A conclusion that draws on the insights gained from the analysis.
Action plan: An action plan that outlines how the insights gained from the reflective process can be applied in future situations.
Gibbs' reflective learning cycle has been widely used in educational settings to support students' reflective practice, and it has also been adapted for use in other fields, such as healthcare and social work.