Reflection Through Collaborative Action Research and Inquiry

Abstract

Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiryand why its necessary in our livescan 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 Green 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 of Reflection and Reflective Inquiry analyzes through the work of 40 internationally oriented authors: Definitional issues concerning reflection, what it is and is notWorldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional educationReflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law, among othersMethods of facilitating and scaffolding reflective engagementCurrent pedagogical and research practices in reflectionApproaches to assessing reflective inquiryEducators 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.