Possibilities and Limits of Self-reflection in the Teaching Profession

Author: Bengtsson J.

Source: Studies in Philosophy and Education, Volume 22, Numbers 3-4, May 2003 , pp. 295-316(22)

Publisher: Springer

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Abstract:

Reflection seems today to be highest fashion in education, especially in discussions about teacher education and the teaching profession. This has created the paradoxical situation that ``reflection'' is often used in an unreflected manner. Furthermore, this discovery of reflection is not supported by earlier research. In philosophy, however, reflection has always played a central role.

The purpose of this study is to investigate the possibilities and limits of self-reflection for the teaching profession by relating the problem to three masters of philosophy of reflection, i.e., René Descartes, Immanuel Kant and Edmund Husserl. In this way it is hoped that it will be possible to learn from specialists on reflection for the teaching profession. The lessons do not, however, need to be exclusively positive. Also from deficiencies and mistakes it is possible to learn.

Keywords: epistemology; self-reflection; teaching profession

Language: English

Document Type: Research article

Affiliations: 1: Department of Education, Göteborg University, 405 30 Göteborg, Sweden

Publication date: 2003-05-01