Reflective Reflection

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Despite the plethora of information surround the concept of reflection it remains an ambiguous term; this is partly to do with a lack of sufficient definition and clarity with regard to the concept. Due to the lack on clarity it is often hard to compare different models/definitions of reflection, however the differences between authors ' accounts of the reflective processes are largely those of terminology, detail and the extent to which the processes are arranged in a hierarchy. Lets first look at some definitions of reflection: Reflective learning is the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results m a changed conceptual perspective - Boyd & Fales (1983) Reflection in the context of learning is a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations - Boud et al (1985) In both of the above descriptions, the authors view reflection as a process that involves the ‘self’ and that a changed conceptual perspective in the theoretical outcome of the process. This is not necessarily the case for all of the literature on Reflection; a brief overview will highlight the many contrasting theories that surround the concept: for example if we compare the process as described by Mezirow (1981) and Schon (1991). Mezirow(1981) identifies seven
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