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The Reflective Practitioner: How professionals think in action. London: Temple Smith, 1983. Educating the Reflective Practitioner. San Francisco: Jossey-Bass, 1987. (ed.) The Reflective Turn: Case studies in and on educational practice. New York: Teachers College (Columbia), 1991 (with M. Rein) Frame Reflection: Toward the Resolution of ...
Donald Schön's 1983 book The Reflective Practitioner introduced concepts such as reflection-on-action and reflection-in-action which explain how professionals meet the challenges of their work with a kind of improvisation that is improved through practice. [1] However, the concepts underlying reflective practice are much older.
Praxis may be described as a form of critical thinking and comprises the combination of reflection and action. Praxis can be viewed as a progression of cognitive and physical actions: Taking the action; Considering the impacts of the action; Analysing the results of the action by reflecting upon it
At least two views of design activity are consistent with the action-centric perspective. Both involve these three basic activities: In the reflection-in-action paradigm, designers alternate between "framing", "making moves", and "evaluating moves". "Framing" refers to conceptualizing the problem, i.e., defining goals and objectives.
Applying these lenses to our practice can help us become more rounded, critically reflective practitioners. In Recent years Brookfield has focused much of his scholarship on issues relating to white supremacy and how this intersects with adult education and critical reflection.
Reflective listening takes practice. [2] Reflective listening is one of the skills of motivational interviewing, a style of communication that works collaboratively to encourage change. [3] Failure to understand the needs of the person speaking can result in errors in work, such as problems being unresolved, or decisions not being quickly made. [4]
The rituals of self-discipline were nothing new. He’d kept a journal since the 8th grade documenting his daily meals and workout routines. As a teenager, he’d woken up to the words of legendary coaches he’d copied from books and taped to his bedroom walls — John Wooden on preparation, Vince Lombardi on sacrifice and Dan Gable on goals.
Arnold initiated a long history of design thinking at Stanford University, extending through many others such as Robert McKim [59] and Rolfe Faste, [60] [61] who taught "design thinking as a method of creative action", [62] and continuing with the shift from creative engineering to innovation management in the 2000s. [63]