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Assignment No 2 (Critical Thinking)

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Assignment No 2 (Critical Thinking)

Uploaded by

idreesmath
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© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Assignment No 2

What is reflection? What are the differences in the concept of reflection


of Dewey, Schon and Stenhouse? Which one is more applicable in
Pakistan and why?

SUBMITTED TO : Abdul Malik Taj


SUBMITTED BY : Khansa Sultan
SUBJECT : Critical Thinking & Reflective Practices
PROGRAM : B.Ed (1.5) Evening
SESSION : 2024-2025
DATE : ________________
Introduction
Reflection is a critical process in both personal and professional development, enabling
individuals to learn from their experiences, enhance their understanding, and improve future
actions. In the realm of education, reflection plays a vital role in fostering critical thinking and
reflective practices. This essay explores the concept of reflection as interpreted by three key
educational theorists: John Dewey, Donald Schön, and Lawrence Stenhouse. It also examines
which of these approaches is more applicable in the context of Pakistan.

What is Reflection?
Reflection is the process of looking back on experiences, analyzing them, and deriving insights
to guide future actions. It involves a thoughtful consideration of one's beliefs, values, and
practices, leading to a deeper understanding and continuous improvement. Reflection is
fundamental to critical thinking and professional growth, promoting a cycle of learning and
adaptation.

Concept of Reflection by Dewey, Schön, and Stenhouse

John Dewey
John Dewey, a prominent educational philosopher, viewed reflection as a disciplined,
systematic way of thinking. For Dewey, reflection involved a deliberate pause to consider one's
experiences, followed by an analysis of the underlying reasons and implications. He emphasized
the importance of reflective thinking in problem-solving and decision-making. Dewey’s
approach to reflection is characterized by its emphasis on rationality, logic, and the scientific
method, advocating for a structured process to derive meaning from experiences.

Donald Schön
Donald Schön expanded on Dewey’s ideas, introducing the concept of reflective practice,
particularly in professional settings. Schön differentiated between "reflection-in-action" and
"reflection-on-action." Reflection-in-action occurs during an activity, where practitioners think
on their feet and make adjustments in real-time. Reflection-on-action happens after the event,
allowing individuals to analyze what occurred, why it happened, and how it can be improved.
Schön’s approach is more dynamic and iterative, focusing on the practical application of
reflective thinking in real-world situations.
Lawrence Stenhouse
Lawrence Stenhouse introduced the notion of the "teacher as a researcher," emphasizing the
role of reflection in educational practice. Stenhouse advocated for a systematic and inquiry-
based approach to teaching, where educators continually reflect on their methods, curriculum,
and student outcomes. His model promotes an ongoing cycle of planning, acting, observing,
and reflecting, thereby integrating reflection into the core of teaching practice. Stenhouse’s
concept of reflection is rooted in action research, encouraging teachers to be reflective
practitioners who continuously seek to improve their practice through systematic inquiry.

Applicability in Pakistan
Considering the educational context in Pakistan, the approach to reflection most applicable is
that of Lawrence Stenhouse. Several factors contribute to this conclusion:

1. Focus on Action Research: Stenhouse’s model aligns well with the needs of Pakistani
educators who often work in resource-constrained environments. The action research
approach empowers teachers to take control of their professional development by
systematically investigating and improving their practice.

2. Contextual Relevance: Stenhouse’s emphasis on the teacher as a researcher is


particularly relevant in Pakistan, where educational reforms are ongoing, and there is a
need for context-specific solutions. This model encourages teachers to develop
strategies tailored to their unique classroom situations, leading to more effective
teaching and learning outcomes.

3. Professional Development: The cyclical process of planning, acting, observing, and


reflecting fosters a culture of continuous professional development. This is crucial in
Pakistan, where teachers often have limited access to formal training programs.
Stenhouse’s model supports ongoing learning and adaptation, helping educators stay
current with best practices and pedagogical advancements.

4. Collaborative Learning: Stenhouse’s approach promotes collaboration among teachers,


encouraging them to share their findings and strategies. This collective reflection and
sharing of knowledge can enhance the overall quality of education in Pakistan, fostering
a community of reflective practitioners committed to improving student outcomes.
Conclusion
Reflection is a powerful tool for personal and professional growth, integral to the development
of critical thinking and reflective practices. Dewey, Schön, and Stenhouse offer distinct
perspectives on reflection, each with unique contributions. In the context of Pakistan,
Stenhouse’s model of the teacher as a researcher is particularly applicable, offering a practical,
inquiry-based approach to continuous improvement. By adopting Stenhouse’s model, Pakistani
educators can enhance their reflective practices, leading to more effective teaching and better
educational outcomes.

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