Open AccessRefleksjon ein uttynna medisin
Author(s) -
Knut Ove Æsøy
Publication year - 2016
Publication title -
studier i pædagogisk filosofi
Language(s) - English
Resource type - Journals
ISSN - 2244-9140
DOI - 10.7146/spf.v4i1.22498
Subject(s) - reflection (computer programming) , interpretation (philosophy) , epistemology , consciousness , object (grammar) , action (physics) , foundation (evidence) , pedagogy , mathematics education , engineering ethics , psychology , philosophy , computer science , political science , artificial intelligence , physics , linguistics , quantum mechanics , law , programming language , engineering
The main object of this article is to contribute to a clearer use of the concept reflection. The question is whether reflection has become an overexposed and diluted medicine in educational thinking. To answer this question I will examine how reflection is understood and what direction and theoretical foundation the concept is based on. The article is a Habermas inspired interpretation of basic textbooks for teacher education. In the textbooks, reflection is presented as a good medicine for the professional teacher and a continuous reflection will improve the professional practice by developing consciousness in action. In the conclusion I will present some recommendations on how to improve the understanding and use of reflection. My main goal is to provide reflection with a theoretical content and a clearer direction. Reflection is a knowledge searching, which is not based on experience and facts, but which is closely tied to philosophical thinking, critical theory and the ability to develop an overview