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.
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