Reflective Learning Theory

The reflective learning theory best explains why adults learn because it is a catalyst for the learner to understand why they have made and/or make spontaneous judgments. Reflective learning utilizes experiences and prior knowledge, allowing an individual to make multifaceted decisions (Merriam, Caffarella and Baumgartner, 2007). Donald Schön, according to Kinsella (2007), established the theory of reflective practice that has been an acceptable practice in educational theory and also has application in other professional fields.

Kinsella (2007) describes Schön’s tacit knowledge as what one knows implicitly and unable to explain in words. Although theories-in-use are tacit, they are comprised of both explicit and the unconscious (Kinsella, 2007). There is reflection-on-action, which is the reflection on the action after its occurrence, and reflection-in-action, which is the reflection on the action in progress (Merriam, Caffarella and Baumgartner, 2007). Whether it is reflection-on-action or reflection-in-action, the purpose of reflection is to modify and improve behavior, promoting transformation. Tacit knowledge is difficult for one to explain how they know something because they are utilizing experiences and prior knowledge to multifaceted decisions. Reflection is relevant to understand how and why the behavior is implicit.

Ghaye (2007) in a dialogue to promote ethical reflective practice discusses the role of emotion in reflective practice and encourages the safeguard of the emotions raised in reflection. Since reflective learning utilizes experiences, reflection of a prior experience raises emotion on how one felt during that experience. Reflection of the experience and the subsequent emotion help to explain the implicit behavior in the theory of reflective learning.

References
Ghaye, T. (May 2007). Is reflective practice ethical? (The case of the reflective portfolio). Reflective Practice, vol. 8, No. 2, pp. 151-162. Retrieved June 4, 2009 from Academic Search Premier.

Kinsella, E.A. (2007). Embodied reflection and the epistemology of reflective practice. Journal of Philosophy of Education, 41(1), pp. 395-409. Retreived June 1, 2009 from ERIC database.

Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.