Two modes of reflection |
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| Institution: | 1. Department of Computer Science, Faculty of Information Technology, University of Science, Ho Chi Minh City, Viet Nam;2. Vietnam National University, Ho Chi Minh City, Viet Nam;3. University of Foreign Languages – Information Technology, Ho Chi Minh City, Viet Nam;1. Dept. of Psychology, The University at Albany-SUNY, Albany, NY 12222, USA;2. Dept. of Biological Sciences, The University at Albany-SUNY, Albany, NY 12222, USA;3. The Center for Neuroscience, The University at Albany-SUNY, Albany, NY 12222, USA;4. The Center for Life Sciences Research, The University at Albany-SUNY, Albany, NY 12222, USA;5. Department of Chemistry and Biochemistry, The University of Alaska-Fairbanks, Fairbanks, Alaska 99775, USA;6. Institute of Arctic Biology, The University of Alaska-Fairbanks, Fairbanks, Alaska 99775, USA;7. The University of Alaska–Fairbanks, IDeA Network of Biomedical Excellence (INBRE), Fairbanks, Alaska 99775, USA;8. Cognitive Science Department, Rensselaer Polytechnic Institute, Troy, NY 12180, USA;1. Servicio Fisiopatogenia, Departamento Bacteriología, Instituto Nacional de Enfermedades Infecciosas-ANLIS “Dr. Carlos G. Malbrán”, Av. Vélez Sarsfield 563, 1281 Ciudad Autónoma de Buenos Aires, Argentina;2. Hospital Zonal de Puerto Madryn “Dr. Andrés Ísola”, Roberto Gómez 299, U9120 Puerto Madryn, Chubut, Argentina;2. UMR S_ 1116 Université de Lorraine-INSERM, Vandœuvre-lès-Nancy, France;3. UMR 7365 Université de Lorraine-CNRS, Vandœuvre-lès-Nancy, France;4. Centre de Recherche Saint-Antoine INSERM-Université Paris 6, UMR S_938, Paris, France;6. MediCity Research Laboratory, University of Turku, Turku, Finland;5. Fédération de Recherche 3209 Université de Lorraine-CNRS, Vandœuvre-lès-Nancy, France;11. Centre Hospitalo-Universitaire, Nancy, France;12. Assistance-Publique des Hôpitaux de Paris, Hôpital Saint-Antoine, Service d''Endocrinologie, Paris, France |
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| Abstract: | Most conceptualizations of reflection and reflective teaching are based on logical and analytical ways of information processing during teaching. There are, however, other ways of interpreting data and making decisions in the classroom, which make use of ‘gestalts’ and seem to be located in the right hemisphere. A broader view on reflection and reflective teaching is proposed which includes the mental “mirroring” of these non-rational processes. Technical, psychological, and philosophical reasons for the underestimation of the latter type of reflection are discussed. Several techniques are described for the promotion of reflection on non-rational processes, such as the use of metaphors, drawing, or painting, making photographs, guided fantasies, and Kelly's repertory grid. It is concluded that an integration of reflection on rational and non-rational processes is important for teachers. |
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