REFLECTION

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REFLECTION This presentation can be seen
on http//shsfaculty.swan.ac.uk/emrysjenkins/
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REFLECTION See the literature for
definitions.. Its all about learning
critically FROM and THROUGH. DOING, FEELING,
THINKING
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Recent profile of reflection, learning through
from experience 
Carper Attempts to describe Benner analyse
ways of knowing Heron
Kolb Adult learning is inevitably Schon related
to making sense Knowles of experience
Johns Mezirow
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These authors represent examples of well known
models of reflection. There are others you are
advised to read widely. NB some authors claim
that reflection is of little use (if any). But
these are a minority.
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KEY ISSUES What is the difference between being
DESCRIPTIVE and EVALUATIVE? IMPORTANCE
OF Personal attributes Trust openness
honesty participation.
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SCHON'S THEORY OF REFLECTION Donald Schon (1987)
everyday practice too complex to understand
through technical rational models. The swampy
lowlands' of practice, i.e. everyday practice is
messy, unpredictable, complex, challenging and
stressful. knowing-in-action reflection-in-acti
on reflection-on-action.
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SCHON'S THEORY OF REFLECTION
Knowing-in-action unconscious, intuitive
knowing or 'know how without having to "think
about it". Repetitive practice may lead to
problems such as no longer questioning the
assumptions that underpin practice.
Knowing-in-action alone may lead to missed
opportunities to think about what they are doing
and simply failing to see problems.
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SCHON'S THEORY OF REFLECTION
Reflection-in-action 'on-the-spot' reflection.
Practice is interrupted by an immediate
reflective response, that is, you are thinking
about what you are doing as you do it. A
critical function, questioning assumptions that
underpin our knowing-inaction. On-the-spot
experimentation because of awareness and
observation of new phenomena in our practice.
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SCHON'S THEORY OF REFLECTION
Reflection-on-action done after the event.
Think back to discover how knowledge used in
practice (knowing-in-action) and reflection
in-action contributed to the outcome.
Reflective writing, group reflection with
nursing students, using art and critical incident
analysis. Reflective diaries.
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THE REFLECTIVE CYCLE (Gibbs 1988)
DESCRIPTION What happened ACTION
PLAN FEELINGS If it happened again What
were you what would you do?
feeling? CONCLUSION EVALUATION What
else could What was good or bad you
have done? About the
experience? ANALYSIS What sense can you make of
the situation
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THE REFLECTIVE CYCLE (Gibbs 1988)
DESCRIPTION What happened The value of accuracy
and detail Literal description
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THE REFLECTIVE CYCLE (Gibbs 1988)
DESCRIPTION What happened FEELINGS
What were you feeling?
Which words do we use to describe explain how
we feel? Non-verbals?
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THE REFLECTIVE CYCLE (Gibbs 1988)
DESCRIPTION What happened FEELINGS
What were you feeling?
EVALUATION What was good or
bad About the experience?
Making judgements. This is about being critical
and thoughtful. Why?
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THE REFLECTIVE CYCLE (Gibbs 1988)
DESCRIPTION What happened FEELINGS
What were you feeling?
EVALUATION What was good
or bad About the
experience? ANALYSIS What sense can you make of
the situation
Also critical. What interrelationships
exist. Alternatives.
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THE REFLECTIVE CYCLE (Gibbs 1988)
DESCRIPTION What happened FEELINGS
What were you feeling? CONCLUSIO
N EVALUATION What else could
What was good or bad you have done?
About the experience? ANALYSIS What sense
can you make of the situation
More alternatives
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THE REFLECTIVE CYCLE (Gibbs 1988)
DESCRIPTION What happened ACTION
PLAN FEELINGS If it happened again What
were you what would you do?
feeling? CONCLUSION EVALUATION What
else could What was good or bad you
have done? About the
experience? ANALYSIS What sense can you make of
the situation
Linking to next steps
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Stephensons approach (In Palmer et al
1994). Choose a situation from your experience.
Ask yourself... ? What was my role in this
situation? ? Did I feel comfortable or
uncomfortable? Why? ? What actions did I
take? ? How did I and others act? ? Was it
appropriate? ? How could I have improved the
situation for myself, my colleagues? ? What can I
change in future? ? Do I feel as if I have learnt
anything new about myself? ? Did I expect
anything different to happen? What and why? ? Has
it changed my way of thinking in any way? ? What
knowledge from theory and research can I apply to
this situation? ? What broader issues, for
example ethical, political or social, arise from
this situation? ? What do I think about these
broader issues?
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JOHN'S MODEL OF STRUCTURED REFLECTION 1. IDENTIF
Y THE INCIDENT / PUT INTO CONTEXT Describe the
experience What essential factors contributed
to this experience? What were the significant
background factors to this experience? 2. REFLECT
ION What was I trying to achieve? Why did I
act as I did? What were the consequences of my
action for the client /family/those I work with
/myself? How did I feel about this experience
when it was occurring? How did the client feel
about it? How did I know how he/she felt about
it? What factors influenced my decisions and
action? What knowledge influenced my decisions
and action?
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JOHN'S MODEL OF STRUCTURED REFLECTION

• 3. ALTERNATIVE ACTION
• Could I have dealt differently with the
  situation?
• What others choices of action did I have?
• What would be the consequences of these other
  choices of action?
• 4. LEARNING
• How do I now feel about this experience?
• Could I have dealt better with the situation?
• What have I learned?

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(My hobby horse) single double loop learning
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Question How might we differentiate critical
reflection or appraisal from merely
remembering, conversing or describing?
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Possible answers By using a recognised model of
reflection (to guide and structure our
recollections and sense making)   By aiming for
double loop learning (Greenwood 1998)   Single
loop learning consider a problem and seek
alternatives that are thought to result in
desired outcomes (identify what needs to change).
Ie. means ends.
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Double loop learning as in single loop PLUS
consideration of norms and values involved in the
social and organisational contexts that maintain
the status quo or promote change. Ie. values
social relationships underpinning action
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Some words about reflection..   disembodied,
cognitive, distancing reflection is sterile.
Reflection needs body, passion, sensitivity to
context. in Schons words artistry. (Bleakley
1999)   This mirrors much in the nursing
literature that relates to critical thinking
the cognitive is only one aspect, other essential
aspects are moral (reasoned judgements)
attributes of open-mindedness tolerance
acceptance of difference emotional and social
dimensions of being critical.   (See Daly
1998, Facione Facione 1996, Boychuk Duchscher
1999).
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A TEST How is this photo like reflection?
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Carpers Ways of Knowing Personal Knowing Use
of Self Ethics Moral Knowledge Aesthetics Art
of Nursing Empirics Science of Nursing
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Carper
So. What about your own
practice/learning experiences on THIS
course??? PERSONAL AESTHETIC MORAL/ETHICAL EMPIRI
CAL
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Mezirow
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TRANSFORMATIVE LEARNING (Mezirow)

• Transformative learning involves
•  
• becoming more reflective and critical
• being more open to the perspectives of others
• being less defensive and more accepting of new
  ideas

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TRANSFORMATIVE LEARNING (Mezirow)
Mezirow's Three Domains of Learning   Instrumental
gaining of technical knowledge Communicative
gaining of practical knowledge Emancipatory
gaining of emancipatory knowledge
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TRANSFORMATIVE LEARNING (Mezirow)
Usually a problem is involved, and very often
transformative experiences are painful.   People
may find that they can no longer keep their old
ways of thinking and being -they are compelled to
change.   The process may take a long time.
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Ethics and Transformative Learning
Any issues that we should NOT reflect
on?   Transformative learning can be a painful
process.   Impossible to force people to
critically reflect   Educators need to engage in
some critical reflection of our own when it comes
to our own teaching and training practices
       Why do we teach or train the way we do?
       What are our goals for our learners and
for ourselves as professionals?
       Is critical reflection something that
needs to be fostered in the context in
which we teach or train?
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Perspective transformation MEZIROW
Consciousness Critical consciousness
AFFECTIVE REFLECTIVITY DISCRIMINANT
REFLECTIVITY JUDGEMENTAL REFLECTIVITY
CONCEPTUAL REFLECTIVITY PSYCHIC
REFLECTIVITY THEORETICAL REFLECTIVITY
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Consciousness
1. AFFECTIVE REFLECTIVITY   AWARENES OF FEELINGS
- ourselves, how we think and act. 2.
DISCRIMINANT REFLECTIVITY   ASSESSING THE
EFFECTIVENESS OF OUR PERCEPTIONS being able to
identify why we are reacting in this way, causes,
antecedents, contexts 3. JUDGEMENTAL
REFLECTIVITY   REALIZING WE ALL MAKE VALUE
JUDGEMENTS ABOUT PERCEPTIONS, THOUGHTS AND
ACTIONS Values!
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Critical Consciousness
4. CONCEPTUAL REFLECTIVITY  BEING ABLE TO
CRITIQUE OUR REACITONS TO OTHERS Questioning
validity reliability re concepts ideas 5.
PSYCHIC REFLECTIVITY ACKNOWLEDGE THAT WE MAKE
JUDGEMENTS OF PEOPLE BASED ON LIMITED INFORMATION
AND RECOGNISING THE VARIOUS FORCES THAT INFLUENCE
THE WAY WE PERCEIVE, THINK OR ACT. Bias
stereotyping! 6. THEORETICAL REFLECTIVITY Being
able to apply logic, evidence critical self
appraisal to cognitions If we can do this
we have to be close to PERSPECTIVE
TRANSFORMATION!
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NB there are many other models and approaches
these are just examples
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Small group work. Using metaphor to illustrate
and explain reflection The journey The
ocean An oil painting A statue A garden The
Himalayas A city A good book A poem The
desert The solar system A waterfall A game of
rugby A ballet dance A tin of peas A bunch of
flowers OR YOUR OWN SUGGESTION(S)
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THE END. Make sure you see the reading
lists AND KEEP thinking!
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This presentation can be seen
on http//shsfaculty.swan.ac.uk/emrysjenkins/