The Art of Self-Scrutiny
The act of self-reflection is a ‘spiritual act’ by taking time out to connect the ...
The Virtual Agora for Occidental Meditation
Reflection as an Academic Discipline
At the heart of it
“It is the mark of a civilised person in a situation that is not too fraught that he or she will make time and space to reflect. The more one does it, the better one gets and if it is a habit one’s whole way of life can be transformed.”
Justin Glass, Founder
We can think about why we think what we think and think how best we can think. The best means to the best ends begins in the best thoughts. Watch the observer – you – and give ‘him’ the best advice you can. The process points up the purpose. It is as true for reflection itself as for anything else.
The theoretical approach of reflection as a cyclical model was further developed by Graham Gibbs (1998). This model is based on a six-stage approach, leading from a description of the experience through to conclusions and considerations for future events. While most of the core principles are similar to Kolb’s, Gibbs’ model is broken down further to encourage the teacher to reflect on their own thoughts and feelings.
David Kolb proposed that if people become better at using all stages of a learning cycle, notably including reflecting on experience, they will become better life-long learners, and be more successful.
His concept is among many that advocates 'trial and error' (extending to reflection, conceptualization and experimentation) through direct personal experience
Linda Lawrence-Wilkes and Dr Lyn Ashmore, teachers of professional development in higher education, collaborated to publish their research on Reflective Practice for learning, 'The Reflective Practitioner in Professional Education'.
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