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Origins of reflective practice

Humans have probably always reflected as they walked the earth, and for over 2,000 years philosophers such as Socrates, who became famous for his adage, ‘the unexamined life is not worth living’, was just one of many who advocated that people should reflect on their existence. In addition, the concept of contemplation and its awareness-raising effects has long been a part of many great religions and philosophical studies where we humans are encouraged to practise mindfulness. In more modern times, perhaps the two most famous philosophers associated with the concept of reflection are John Dewey (1933) and Donald Schön (1983), in that order. In fact, Dewey first discussed reflection in terms of student learning (rather than for teachers), as he suggested that routine thinking and decisionmaking by students in educational settings limit their ability to learn critically. He later extended this idea of routine decisionmaking to teaching, and maintained that teachers can become slaves to routine decision-making if they do not engage in reflection. When explaining such reflection, he first discussed what it is not, and for this, he asserted that it is not just mulling over something or engaging in what I would call ‘navel-gazing’. Instead, Dewey maintained that reflection should be systematic and intentional. Dewey (1933, p.9) defined such reflection as, ‘active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads.’

Source: https://www.teachingenglish.org.uk/sites/teacheng/files/2024- 03/Farrell_Reflective_Practice_Final.pdf