What is critical reflection

Critical reflection has been a "process of becoming critically aware of how [...] we see ourselves and our relationships [...] and act[...] upon these new understandings” (Mezirow, 1981, p. 6, emphasis in original). I like this definition, because in my view, critical reflection is action-oriented. We see, we understand, we act to make our own change. Like the reflective model of Borton (1970; or Driscoll, 1994).

However, it is sometimes difficult to explain to students just what critical reflection should be at a personal level. Some students just get it. In my experience it seems that those who are introspective enough, and independent learners enough, understand the process almost instinctively. That they are critically reflective is probably because they have built the skills of introspection, which in turn makes them independent learners!

Then there are the student who seem to bumble around in the dark, lacking understanding of how to begin being critical learners. They appear unable to peel back the layers of self to commence self-critique. They are good with following instructions, but are unable to see their place in the process, to grasp that they themselves might be improved, and lastly how to act on that. There are elements of passive followership (Kelley, 1988) in such students inability to critically reflect.

Often when passive students begin to learn about reflection, they begin by focusing on their technical work - the superficial level of task. They only look at the "doing". This is technical reflection where there is "technical application of educational knowledge and of basic curriculum principles for the purpose of attaining a given end" (Van Manen, 1977, p. 226). 

However, going deeper will move passive reflectors into being more active, more independent in their learning. Learning to see what underlies the rules and theories we are being exposed to provides the next level of reflection. We need to learn to be perceptive enough to see the 'why'. Practical reflection is "the process of analyzing and clarifying individual and cultural experiences, meanings, perceptions, assumptions, prejudgments, and presuppositions, for the purpose of orienting practical actions" (Van Manen, 1977, p. 226). 

But it is critical reflection that provides the gold mine for creating true independent learners. Our ability to accurately determine "the worth of knowledge and to the nature of the social conditions necessary for raising the question of worthwhileness" (Van Manen, 1977, p. 227); of being able to see not only who we are and how we can develop, but also our path to refining our own contribution is a lesson that provides returns for our entire lives. 

Sam

References:

Borton, T. (1970). Reach Touch and Teach: Student Concerns and Process Education. McGraw-Hill.

Driscoll, J. (1994). Reflective Practice for Practise. Senior Nurse, 14(1), 47-50.

Kelley, R. E. (1988). In praise of followers. Harvard Business Review, 66(6), 142-148.

Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education Quarterly, 32(1), 3-24. https://doi.org/10.1177/074171368103200101

Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228. https://doi.org/10.1080/03626784.1977.11075533