Reflective Learning Theory

The Reflective theory best explains why adults learn because Reflective learning according to Schon is “a world that is constructed through versions, as opposed to a world that is ‘found’ or ‘ready-made’.” Schon ( 1987) continues to reinforce his theory by suggesting that educators whom philosophically engage in their work are reconstructing their sphere of knowledge and challenging what “might be”. ( Kinsella, 2007) Therefore, Shon’s (1987) ideology towards educators “They have professional ways of seeing their world and a way of constructing and maintaining the world as they see it” ( Kinsella, 2007) suggest accepting things at face value is easy to do but to reflect on what one visualizes, hears and or conceptualizes is the ability to critically think. Reflective learning enables an individual to energize their brain by critically analyzing information, situations, and concerns which in turn begins the process of reflective learning based on previous knowledge. This process facilitates significant change in self assurance and creation of perception. Schon believed thoroughly in “reflection in action” which means: “the way we change practice and theory during practice.” In the next two paragraphs I am going to explain how Lev Vygotsky, Constructivist and critical thinking supports Schon’s theory of Reflective learning.

Lev Vygotsky coined the word “scaffolding” meaning the “zone of proximal development, which represents the gap between a student’s actual level of independent problem-solving ability and the potential level that s/he could reach with knowledgeable guidance.” (Sorenson, 2006, p. 300) With the understanding that Lev Vygotsky is referring to the individual learner; this can be applied to the instructor as well. The capability of an individual varies and with guidance from the instructor one can potentially reach their prospective. (Witzig, 2009)

In accordance with Schon’s reflective learning, this process reinforces my belief in a constructivists view point. Constructivists believe taking a proactive role versus a passive role in learning is the key to comprehension and retention. Constructivists deem that people learn through active interaction and critically analyzing opposing views and beliefs maintained by others. (Witzig, 2009) When Educators challenge themselves and provide perceptual differences to challenge what they already know this process exemplifies the reflective learning theory. As an educator, one can design/redesign their curriculum to incorporate challenges and critical thinking about the world around them. Many changes and ideas that transpire stem from spontaneous actions produced during interaction with his/her students or colleagues.

In conclusion implementing the process of critical thinking, scaffolding and reflective learning simultaneously allows the instructor to generate creativity, diversity and opposing views conveyed by students and or colleagues, allowing for and forcing the instructor to cognitively conceptualize the surroundings. (Witzig, 2009) As Schon (1983) admits it is through acknowledgement and restructuring of the problem the solutions becomes unraveled through spontaneity of actions. Schon describes this as reflection-in-action. (Kinsella, 2006)
Therefore, Schon (1987) admits when educators define the implied, and adhere to principles of significance; optional behaviors guide the reality of practice and develop a vast cavity of potential actions. (Kinsella, 2006)



References
Kinsella, E. A. (2006, August). Constructivist underpinnings in Donald Schön’s theory of reflective practice: Echoes of Nelson Goodman. Reflective Practice, 7(3), 277-286. doi:10.1080/14623940600837319

Kinsella, E. A. (2007, August). Embodied reflection and the epistemology of
reflective practice. Journal of Philosophy of Education, 41(3, Pt. AN 28556858), 395-409, 15. doi:10.1111/j.1467-9752.2007.00574

Merriam, S. B., & Baumgartner, L. M. (2007). Learning in Adulthood: Comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Sorenson, E. K. (Editor). Enhancing Learning Through Technology.
http://site.ebrary.com/lib/waldenu/Doc?id=10118565&ppg=341

Witzig, K. (2009). Knowles’s assumptions assignment. Unpublished manuscript.