James Atherton: The Limits of “Reflection”

The video can be seen alongside others from the LTA Open Lecture series and annual conferences on the EDU Vimeo channel.

James’ session took a critical look at “reflective practice”. Since its popularisation by Donald Schön in the ‘eighties, it has gained great popularity as a component of professional education programmes. In practice, James argues, students often do not understand what is being asked of them, do not do it very well, and there are considerable problems about assessing it, and its supposed impact. In theory, too, he suggests, there is a danger of privileging reflection over established knowledge, of its promotion of self-indulgent individualism and dithering. The session asked whether the time has come to move on from “reflection”, and consider it in relation to some alternative approaches to professional and skill development, including communities of practice (Wenger), and deliberate practice (Ericsson).

Most of the sources James mentions in the video are referenced on his website, at doceo.co.uk/heterodoxy/reflection.htm
However, three others are:
Kahneman D (2011) Thinking, fast and slow London; Allen Lane
Kay J (2011) Obliquity: Why our goals are best achieved indirectly London; Profile Books
Syed M (2011) Bounce: The Myth of Talent and the Power of Practice London; Fourth Estate

Dr James Atherton is now semi-retired from the University of Bedfordshire, where he was much involved in PCET teacher education, and formerly programme leader for an MA in Learning and Teaching for HE staff.

This was the last in this year’s lectures. Next year’s schedule is already being planned and promises an exciting range of issues around learning, teaching and assessment.