What is Schon's theory of reflective practice?
It is generally associated with the experience of surprise: Schon suggests that, by "reflecting-in-action", professionals reflect on unexpected experiences and conduct 'experiments' which serve to generate both a new understanding of the experience and a change in the situation.
What are the key components of Schon's model of reflectivity?
The Schön Reflective ModelReflection in action. Experiencing. ... Reflection on action. Experiencing. ... Reflective practicum. “A practicum is a setting created for the task of learning a practice” D. ... Tacit knowledge. ... Knowing-in-action. ... Reflection-in-action. ... Reflection-on-action. ... Operative attention.More items...
What did Schon say about reflection?
Schön calls the second level of reflective activity 'reflection-in-action'. He describes this as the capacity of professionals to consciously think about what they are doing while they are doing it.
What are the two stages of Schon's reflective model?
Schon (1983, 1987, 1991) suggests two levels of reflection: (i) reflection- in-action and (ii) reflection-on-action, partly based on Dewey's (1933) work.
What are 3 types of reflective practices?
Types of reflective practice: There are three types of reflective practices.Descriptive reflective practice.Dialogical reflection.Critical reflection.
What is a disadvantage of using Schon's reflective model?
I argue that two main weaknesses of Schön's approach to reflective practice are the presupposition of self-protected individualism, and an insufficient attention to ethical concerns.
Why is Schon's theory important?
The Schön Reflective Model This is particularly useful in practical situations, such as when teaching or nursing, where you may need to think on your feet and try new things when something is not going as you would expect. Using Schön's framework allows you to capture that aspect of reflective practice.
What was the main concern of Schon?
Donald Alan Schon (1930-1997) trained as a philosopher, but it was his concern with the development of reflective practice and learning systems within organizations and communities for which he is remembered. Significantly, he was also an accomplished pianist and clarinettist – playing in both jazz and chamber groups.
What is espoused theory of Schon?
Argyris and Schon (1974) suggest that individuals and organizations maintain theories of action that they have developed about and for themselves. Theories of action typically include an espoused theory of action and a theory-in-use.
What does Schon say are the characteristics of professional practice?
Donald Schön (1983) suggested that the capacity to reflect on action so as to engage in a process of continuous learning was one of the defining characteristics of professional practice.
What are the 4 levels of reflection?
The assessment of reflections can be categorized at four levels: descriptive writing, descriptive reflection, reflec- tion and critical reflection (Alsina et al., 2017; Kember et al., 2008).
What are the characteristics of Argyris and Schon's learning theories?
It is based on the belief that people are designers of action. They design action in order to achieve intended consequences and monitor to learn if their actions are effective. In other words, Argyris and Schon (1974) assert that people hold maps in their heads about how to plan, implement and review their actions.
What are the 3 key components of the reflection process?
Reflective thinking essentially involves three processes: experiencing something, thinking (reflecting) on the experience, and learning from the experience.
What are the components of reflective teaching?
8 Components of a Reflective ClassroomMutual Respect. ... Intentional Use of Space. ... A Culture of Questioning. ... Thoughtful Silence. ... Student-to-Student Discussions. ... Connecting Content to Students' Lives to History and the World Today. ... Allowing for a Variety of Ways for Students to Express and Enrich Their Learning.More items...•
What are the 4 main aspects involved in being a reflective practitioner?
Reflection is a cyclical process: experience, analysis, implement, repeat.
What are the key characteristics of reflective practice?
Reflective practice requires a strong commitment to continuous improvement and to lifelong learning. The most important component for quality improvement is for services to self-assess and determine what is working and why.
What is Schön's work?
2016). His work on problem setting and solving, metaphor and metaphorical insight, framing, reflection and the disruption of the “stable state” (Schön, 1971) provides a major and important linkage between such ideas and how to handle uncertainty. He was intensely aware that thoughtful practice, grounded often in uncertainty and uncertainty’s affective complement, anxiety, can become a generator of new knowledge whose validity and utility is, however, a function of practitioners’ quality of reflection in and on their action (Schön, 1992). Schön’s starting point is that professional practice is characterised by indeterminate situations that must be transformed into determinate ones (Cushman,2014).
What is Schön's view of reflection?
In his view, reflection, when it takes place as one is engaged in an experience, reshapes what one is doing whilst one is doing it. Schön distinguished between the discussed “technical rationality” and “reflection-in-action”.
What is knowing in action?
To go further, Schön also distinguishing between knowing-in-action as the tacit, intuitive and spontaneous knowing that allows for skilful performance. It is tacit in the sense that it is revealed by action but cannot be described. It is the ordinary practical knowledge and the simplest component of reflective practice (Newman, 1999). Schön describes knowing that is manifested in doing and that is built into and revealed by performance of everyday routines of action where the situation of action is not problematic and the smooth flow of the action is not interrupted by surprise (Schön, 1992). The practitioner’s attention is drawn to the knowing when situations present as uncertain, unique, unstable or involving a conflict of values and it is then, where there is an element of surprise, that reflection-in-action is prompted (Comer, 2015). So, it seems what Schön is suggesting is that when practice is stable a practitioner can acquire the knowing-in-action that is the basis of this skilled performance however when things are unstable, expectations do not occur. It is clear, If I relate this back to my experience, having knowledge did not necessarily guarantee stability in fact, quite the opposite. Schön (1983) warns that as practice becomes repetitive and routine and knowledge becomes increasingly tacit and spontaneous the practitioner may start to miss important opportunities to think about practice. He even goes as far as to suggest that a practitioner can become selectively attentive to phenomena that don’t fit the knowing-in-action or try and force the situation to a situation that matches available techniques and so there is this danger that situations can be misread or manipulated towards one’s own interests and in so doing this helps maintain confidence, pride and sense of expertise.
What is reflection in action?
Schön (1987) highlights the need for reflection-in-action to be able to deal with situations that are new, nuanced and unfamiliar. In effect, those situations that go against the normal experience and are unexpected. Schön believes that reflection-in-action is a crucial component in what he terms the artistry of competent practitioners (Schön 1992). Reflection-in-action is reflecting on practice whilst in the midst of it (Schön, 1983). It is therefore bound by the action in the moment. From what he suggests, this is the sort of experience allows one to solve problems based on professional judgements and relies on more experiential and supple knowledge. Schön considers that someone who is engaged in reflection-in-action becomes a researcher in the practice context and therefore breaks free of the dichotomies of technical rationality and can be both rigorous and relevant (Newman, 2006). I think Schön would go as far as stating that this sort of reflection is essential for professionals to go beyond intellectual and technical knowledge. It is where practitioners surface and criticise tacit understandings and can make new sense of problem situations (Schön 1983). Schön argues that there is a kind of knowing inherent in the actions of skilled practitioners that, if articulated, may provide this new epistemology, thereby legitimising the knowledge embedded in practice. His concept of “reflection-in-practice” was based on the analyses of a range of practice professions including psychotherapy and architecture, and, based it on close observation and analysis of what practitioners of these professions do in their everyday practice (Comer, 2015). Rolfe (2014) similarly highlights the concepts put forward by Schön as paramount during on-the-spot experimenting when addressing complex problems. In being confronted with a less than clear plan during my first days in post, I had to draw on previous knowledge but also rely somewhat on instinct in approaching service users and colleagues alike. The uncertainty that befell me, and being in a position of leadership certainly required some improvisation and innovation, not to mention tolerating anxiety.
What is the best way to learn and cope with the rapidly changing world?
The “convers ation” is a metaphor for the transaction with the matters and materials at hand, where there is feedback that evokes uncertainty. As mentioned, the shock and surprise, or as Mezirow would call it, disorientating dilemma, forced me to think-in-the-moment in the midst of my actions in order to frame and reframe the problematic situation.
What is Schön's conflict?
Schön (1983) addresses a conflict between two approaches to professional knowledge and the epistemology of practice:
What does Taylor and White (2000) highlight about Schön's theory?
Taylor and White (2000) highlight that Schön’s theory fails to acknowledge the problematic nature of language and discourse within practice environments. Again, this related to the practitioner’s views as being “true” with little consideration of language use or the manner in which what has been talked about has been constructed. The question of whether accounts can be taken as non-problematic reflections of reality is never posed and in so doing reflective practice assumes a so-called realistic view of language and suppresses certain accounts, infusing them with others (Kinsella, 2007).
What is Donald Schon's third contribution?
Donald Schon’s third great contribution was to bring ‘reflection’ into the centre of an understanding of what professionals do. The opening salvo of The Reflective Practitioner (1983) is directed against ‘technical-rationality’ as the grounding of professional knowledge. Usher et. al. (1997: 143) sum up well the crisis he identifies. Technical-rationality is a positivist epistemology of practice. It is ‘the dominant paradigm which has failed to resolve the dilemma of rigour versus relevance confronting professionals’. Donald Schon, they claim, looks to an alternative epistemology of practice ‘in which the knowledge inherent in practice is be understood as artful doing’ ( op. cit. ). Here we can make a direct link between Donald Schon and Elliot Eisner’s (1985; 1998) interest in practitioners as connoisseurs and critics (see Eisner on evaluation ).
What is the purpose of Donald Schon's frame reflection?
During his later years Donald Schon also developed an interest in software design and, in particular, the role of computers in designing, and the uses of design games to expand designing capabilities.
What was Donald Schon's next book?
Donald Schon’s next book Technology and Change, The new Heraclitus (1967) developed out of his experience as an organizational consultant and received considerable critical acclaim. He was invited to give the 1970 Reith Lectures in London. His focus, ‘Change and industrial society’, became the basis for his path-breaking book: Beyond the Stable State. Schon’s central argument was that ‘change’ was a fundamental feature of modern life and that it is necessary to develop social systems that could learn and adapt. Both books show the influence of the work of his great friend and colleague, Raymond Hainer. (Donald Schon had been able to work through his ideas with Hainer, and to draw upon, for example, his exploration of pragmatism, rationalism and existentialism [Hainer 1968]).
What is Donald Schon's contribution to education?
Donald Schon (Schön): learning, reflection and change. Donald Schon made a remarkable contribution to our understanding of the theory and practice of learning. His innovative thinking around notions such as ‘the learning society’, ‘double-loop learning’ and ‘reflection-in-action’ has become part of the language of education.
Where was Donald Schon born?
Donald Schon was born in Boston in 1930 and raised in Brookline and Worcester. He graduated from Yale in 1951 (Phi Beta Kappa), where he studied philosophy. He was also a student at the Sorbonne, Paris and Conservatoire Nationale de Music, where he studied clarinet and was awarded the Premier Prix.
What is the notion of reflection in action?
It involves looking to our experiences, connecting with our feelings, and attending to our theories in use. It entails building new understandings to inform our actions in the situation that is unfolding.
Who is the founder of the Learning Society?
While it is Donald Schon ’s work on organizational learning and reflective practice that tends to receive the most attention in the literature, his exploration of the nature of learning systems and the significance of learning in changing societies has helped to define debates around the so called ‘ learning society ’. Indeed, Stewart Ranson (1998: 2) describes Donald Schon as ‘the great theorist of the learning society’. He was part of the first wave of thinkers around the notion (other key contributors include Robert M. Hutchins 1970; Amitai Etzioni 1968; and Torsten Husen 1974). Hutchins, in a book first published in 1968, had argued that a ‘learning society’ had become necessary. ‘The two essential facts are… the increasing proportion of free time and the rapidity of change. The latter requires continuous education; the former makes it possible (1970: 130). He looked to ancient Athens for a model. There:
Who is Donald Schön?
Schön’s Theory of Double-Loop Learning. Donald Schön was a theorist who researched the nature of learning systems. His works are related, in particular, to the learning process occurring in organizations (Smith, 2005).
Who developed the Kolb theory?
The David Kolb’s learning styles model was first published in 1984; it was created on the basis of works of theorists such as J. Dewey, K. Lewin, J. Piaget, W. James, etc., who considered experience to be crucial for the process of learning (Kolb, 2015). The main aim of the theory was to assist learners in ...
What are the three theories of learning from experience?
Kolb’s theory supplies a model of such learning, and offers to consider the four main learning styles. Schön and Argyris’ model supplies a way for organizations and individuals to more critically analyze a persistent adverse situation, improve it, and learn from the experience. Finally, Gibbs’ model of reflective learning provides a way for individuals to reflect upon past situations and enhance the results of similar situations should they occur in the future. The theories may provide a useful way to both enhance the process of learning and better address the situations taking place in the real life.
What are the three learning theories?
In this paper, three learning theories will be introduced. The first of them, Kolb’s theory of experiential learning, provides a model of learning from experience, and introduces four main learning styles. Schön’s single- and double-loop learning models describe the process of considering a situation and making decisions pertaining to it, and offer a way to learn from such situations by critically assessing them. Finally, Gibbs’ theory of reflective learning provides a five-step model which can be utilized to analyze a past event and improve the outcomes of similar situations in the future. After the overview, the use of theories of personal development will be discussed, and the theories will be compared.
Why is the theory of personal change important?
This theory is useful in that it provides a model which permits for approaching learning from the point of view of employing one’s own experience; its main advantage is that it utilizes this experience in order to help learners build knowledge, allowing for “incorporation of personal change and development” in education (Manolis et al., 2013, p. 44). This theory is often utilized in college and university education for management students of undergraduate, postgraduate and executive levels, as well as for learners of positive psychology, phenomenological psychology, and neuroscience (Tomkins & Ulus, 2015, pp. 1-2).
What is abstract conceptualization?
Abstract conceptualization. At this point, the person formulates concrete conclusions pertaining to the experience they had. It is also possible to tie these conclusions to certain theories to better categorize them.
What does the Schon do?
What exactly does the schon do here? It accepts or concedes that there is no way around what is said before and at the same time it sets up a condition of yours.
Is Schon Mal used in English?
Schon mal is actually also used in questions, and then the English translation changes a bit. The idea is the exact same though, so maybe that helps you get a better graps of schon mal.
