This paper refers to Dewey’s (1997) method of thinking and problem solving – reflection that involves the spontaneous creation of a belief (Dewey, 1997), conjecture (Popper, 1969) or intuition (Georgiou, 2001) from one’s consciousness and past experience, contemplating and pondering these thoughts, comparing them with an ideal, and finally challenging them in an attempt to substantiate or invalidate them.
Dewey (1997) expresses this reflection succinctly:
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, constitutes reflective thought. (p6)
The continuous cycle of experiencing, reflecting, forming possible solutions, and testing is illustrated in Kolb’s model (see Figure 9.1, “Kolb’s model of reflection.”) as depicted in Graeff (1997). Kolb (1984) argues that, rather than viewing experiential learning as a closed cycle, it should be seen as a spiral ‘filling each episode of experience with the potential for movement, from blind impulse to a life of choice and purpose.’
Reflective learning ‘engages the person at the edge of their knowledge, their sense of self and the world as experienced by them’ (Brockbank and McGill, 1998) where their ideas, beliefs or knowledge are challenged.