Handbook of reflection and reflective inquiry : mapping a way of knowing for professional reflective inquiry

Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry—and why it’s necessary in our lives—can be an elusive concept. Synthesizing ideas from minds as diverse as John Dewey and Paulo Freire, the__Handbook of Reflection and Reflective Inquiry__ presents reflective thought in its most vital aspects, not as a fanciful or nostalgic exercise, but as a powerful means of seeing familiar events anew, encouraging critical thinking and crucial insight, teaching and learning. In its opening pages, two seasoned educators, Maxine Green and Lee Shulman, discuss reflective inquiry as a form of active attention (Thoreau’s "wide-awakeness"), an act of consciousness, and a process by which people can understand themselves, their work (particularly in the form of life projects), and others. Building on this foundation, the __Handbook____of Reflection and Reflective Inquiry__ analyzes through the work of 40 internationally oriented authors: * Definitional issues concerning reflection, what it is and is not * Worldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional education * Reflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law, among others * Methods of facilitating and scaffolding reflective engagement * Current pedagogical and research practices in reflection * Approaches to assessing reflective inquiry Educators across the professions as well as adult educators, counselors and psychologists, and curriculum developers concerned with adult learning will find the __Handbook of Reflection and Reflective Inquiry__ an invaluable teaching tool for challenging times. Educators Across The Professions As Well As Adult Educators, Counselors And Psychologists, And Curriculum Developers Concerned With Adult Learning Will Find The 'handbook Of Reflection And Reflective Inquiry' An Invaluable Teaching Tool For Challenging Times. Part I. Reflection And Reflective Inquiry. Reflection And Reflective Inquiry: Critical Issues, Evolving Conceptualizations, Contemporary Claims And Future Possibilities / Nona Lyons -- Part Ii . Foundational Issues: Needed Conceptual Frameworks: Reflective Inquiry: Foundational Issues -- A Deepening Of Conscious Life / Nona Lyons -- The Role Of Descriptive Inquiry In Building Presence And Civic Capacity / Carol Rodgers -- Part Iii. Reflective Inquiry In The Professions: A Critical Analysis Of Reflection As A Goal For Teacher Education / Ken Zeichner And Katrina Yan Liu -- Education For The Law: Reflective Education For The Law / Filippa Marullo Anzalone -- Reflective Inquiry In The Medical Profession / C. Anthony Ryan -- Occupational Therapy As A Reflective Practice / Ellen S. Cohn, Barbara A. Boyt Schell, And Elizabeth Blesedell Crepaeu --^ Application Of Critical Reflective Inquiry In Nursing Education / Hesook Suzie Kim, Laurie M. Lauzon Clabo, Patricia Burbank, And Mary Leveillee Diane Martins -- Reflective Inquiry In Social Work Education / Marian Murphy, Maria Dempsey, And Carmel Halton -- Reflective Practice In The Professions: Teaching / Cheryl J. Craig -- Critical Reflection As An Adult Learning Process / Stephen Brookfield -- Fostering Reflective Practice In The Public Service: A Study Of The Probation Service In The Republic Of Ireland / Carmel Halton -- Part Iv. Facilitating And Scaffolding Reflective Engagement, Considering Institutional Contexts: A Child Study/lesson Study: Developing Minds To Understand And Teach Children / Joan V. Mast And Herbert P. Ginsburg -- Within K-12 Schools For School Reform: What Does It Take? / Michaelann Kelley, Paul D. Gray, Jr., Donna J. Reid, And Cheryl J. Craig -- Reflective Inquiry In The Round / Steve Seidel --^ Part V. Professional Pedagogies And Research Practices, Teaching And Researching Reflective Inquiry: Inquiry For Equity: Supporting Teacher Research / Anna E. Richert And Claire Bove / Doing As I Do: The Role Of Teacher Educator Self-study In Educating For Reflective Inquiry / Vicki Kubler Laboskey And Mary Lynn Hamilton -- Professional Pedagogies And Research Practices: Teaching And Researching Reflective Inquiry Through A Medical Portfolio Process / Martina Kelly -- Narrative Inquiry As Reflective Practice: Tensions And Possibilities / Charles Aiden Downey And D. Jean Clandinin -- Reflection Through Collaborative Action Research And Inquiry / J. Loughran -- Developing Transformative Curriculum Leaders Through Reflective Inquiry / Chen Ai Yen And David Ng -- From Subject To Object: A Constructive-developmental Approach To Reflective Practice / Robert Kegan And Lisa Laskow Lahey --^ Part Vi. Approaches To Assessing Reflective Practice And To The Ethical Dimensions Of Reflection And Reflective Inquiry: Beginnings: Inquiry Practices: How Can They Be Taught Well? / Herbert P. Ginsburg, Ann E. Cami, And Michael D. Preston -- Approaches To Portfolio Assessment Of Complex Evidence Of Reflection And Reflective Practice / Nona Lyons -- Reflective Practice As Conscious Geometry: Portfolios As A Tool For Sponsoring, Scaffolding And Assessing Reflective Inquiry In Learning To Teach / Anne Rath -- The Ethical Dimensions Of Reflective Practice / Nona Lyons. Part Vii. Reflective Inquiry, What Future?: Going To The Core: Deepening Reflection By Connecting The Person To The Profession / Fred A.j. Korthagen And Angelo Vasalos -- A Reflective Inquiry As Participatory And Appreciative Action And Reflection / Tony Ghaye -- Reflection And Reflective Inquiry: What Future? / Nona Lyons. Nona Lyons, Editor. Includes Bibliographical References And Indexes. Front Matter....Pages i-xxxiii Front Matter....Pages 1-2 Reflection and Reflective Inquiry: Critical Issues, Evolving Conceptualizations, Contemporary Claims and Future Possibilities....Pages 3-22 Front Matter....Pages 24-24 Reflective Inquiry: Foundational Issues – “A Deepening of Conscious Life”....Pages 25-44 The Role of Descriptive Inquiry in Building Presence and Civic Capacity....Pages 45-61 Front Matter....Pages 63-66 A Critical Analysis of Reflection as a Goal for Teacher Education....Pages 67-84 Education for the Law: Reflective Education for the Law....Pages 85-99 Reflective Inquiry in the Medical Profession....Pages 101-130 Occupational Therapy as a Reflective Practice....Pages 131-157 Application of Critical Reflective Inquiry in Nursing Education....Pages 159-172 Reflective Inquiry in Social Work Education....Pages 173-188 Reflective Practice in the Professions: Teaching....Pages 189-214 Critical Reflection as an Adult Learning Process....Pages 215-236 Fostering Reflective Practice in the Public Service: A Study of the Probation Service in the Republic of Ireland....Pages 237-253 Front Matter....Pages 255-256 A Child Study/Lesson Study: Developing Minds to Understand and Teach Children....Pages 257-271 Within K-12 Schools for School Reform: What Does it Take?....Pages 273-298 Reflective Inquiry in the Round....Pages 299-313 Front Matter....Pages 315-317 Inquiry for Equity: Supporting Teacher Research....Pages 319-332 ”Doing as I Do“: The Role of Teacher Educator Self-Study in Educating for Reflective Inquiry....Pages 333-350 Professional Pedagogies and Research Practices: Teaching and Researching Reflective Inquiry Through a Medical Portfolio Process....Pages 351-381 Narrative Inquiry as Reflective Practice: Tensions and Possibilities....Pages 383-397 Reflection Through Collaborative Action Research and Inquiry....Pages 399-413 Front Matter....Pages 315-317 Developing Transformative Curriculum Leaders Through Reflective Inquiry....Pages 415-431 From Subject to Object: A Constructive-Developmental Approach to Reflective Practice....Pages 433-449 Front Matter....Pages 451-452 Beginnings: Inquiry Practices: How Can They Be Taught Well?....Pages 453-472 Approaches to Portfolio Assessment of Complex Evidence of Reflection and Reflective Practice....Pages 473-488 Reflective Practice as Conscious Geometry: Portfolios as a Tool for Sponsoring, Scaffolding and Assessing Reflective Inquiry in Learning to Teach....Pages 489-515 The Ethical Dimensions of Reflective Practice....Pages 517-526 Front Matter....Pages 527-528 Going to the Core: Deepening Reflection by Connecting the Person to the Profession....Pages 529-552 A Reflective Inquiry as Participatory and Appreciative Action and Reflection....Pages 553-569 Reflection and Reflective Inquiry: What Future?....Pages 571-578 Back Matter....Pages 579-605 Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry—and why it’s necessary in our lives—can be an elusive concept. Synthesizing ideas from minds as diverse as John Dewey and Paulo Freire, the Handbook of Reflection and Reflective Inquiry presents reflective thought in its most vital aspects, not as a fanciful or nostalgic exercise, but as a powerful means of seeing familiar events anew, encouraging critical thinking and crucial insight, teaching and learning. In its opening pages, two seasoned educators, Maxine Green and Lee Shulman, discuss reflective inquiry as a form of active attention (Thoreau’s "wide-awakeness"), an act of consciousness, and a process by which people can understand themselves, their work (particularly in the form of life projects), and others. Building on this foundation, the Handbook of Reflection and Reflective Inquiry analyzes through the work of 40 internationally oriented authors: Definitional issues concerning reflection, what it is and is not Worldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional education Reflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law, among others Methods of facilitating and scaffolding reflective engagement Current pedagogical and research practices in reflection Approaches to assessing reflective inquiry Educators across the professions as well as adult educators, counselors and psychologists, and curriculum developers concerned with adult learning will find the Handbook of Reflection and Reflective Inquiry an invaluable teaching tool for challenging times. Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry - and why it’s necessary in our lives - can be an elusive concept. Synthesizing ideas from minds as diverse as John Dewey and Paulo Freire, theHandbook of Reflection and Reflective Inquiry presents reflective thought in its most vital aspects, not as a fanciful or nostalgic exercise, but as a powerful means of seeing familiar events anew, encouraging critical thinking and crucial insight, teaching and learning. In its opening pages, two seasoned educators, Maxine Greene and Lee Shulman, discuss reflective inquiry as a form of active attention (Thoreau’s "wide-awakeness"), an act of consciousness, and a process by which people can understand themselves, their work (particularly in the form of life projects), and others. Building on this foundation, the Handbook analyzes through the work of 40 internationally oriented authors: - Definitional issues concerning reflection, what it is and is not; - Worldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional education; - Reflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law; - Methods of facilitating and scaffolding reflective engagement; - Current pedagogical and research practices in reflection; - Approaches to assessing reflective inquiry. Educators across the professions as well as adult educators, counselors and psychologists, and curriculum developers concerned with adult learning will find the Handbook of Reflection and Reflective Inquiry an invaluable teaching tool for challenging times. Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry - and why its necessary in our lives - can be an elusive concept. Synthesizing ideas from minds as diverse as John Dewey and Paulo Freire, the Handbook of Reflection and Reflective Inquiry presents reflective thought in its most vital aspects, not as a fanciful or nostalgic exercise, but as a powerful means of seeing familiar events anew, encouraging critical thinking and crucial insight, teaching and learning. In its opening pages, two seasoned educators, Maxine Greene and Lee Shulman, discuss reflective inquiry as a form of active attention (Thoreaus "wide-awakeness"), an act of consciousness, and a process by which people can understand themselves, their work (particularly in the form of life projects), and others. Building on this foundation, the Handbook analyzes through the work of 40 internationally oriented - Definitional issues concerning reflection, what it is and is not; - Worldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional education; - Reflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law; - Methods of facilitating and scaffolding reflective engagement; - Current pedagogical and research practices in reflection; - Approaches to assessing reflective inquiry. Educators across the professions as well as adult educators, counselors and psychologists, and curriculum developers concerned with adult learning will find the Handbook of Reflection and Reflective Inquiry an invaluable teaching tool for challenging times. Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry - and why it's necessary in our lives - can be an elusive concept. This title discusses reflective inquiry as a form of active attention, an act of consciousness, and a process by which people can understand themselves