Article 4: The Development of Reflective Practice in American Education

The purpose of this article is to provide a detailed analysis of the development of reflective practice in American education. The essay will primarily ground itself in various works by John Dewey and Donald A. Schön, as well as analyze the impact these authors had on the topic. The essay will rely heavily on Schön’s Educating the Reflective Practitioner (1987), which expanded upon many of Dewey’s philosophies on reflection (Pedro 2001). More specifically, Schön’s work will be explored by describing its influence, detailing its key arguments, and by synthesizing critiques and criticisms from scholars in the field of education. Additionally, a brief analysis of the current state of reflection in the field of education will be provided. Ultimately, the article will frame the significance of reflection in the context of education by providing a detailed summary of its history with an emphasis on the past three decades of research. To that end, it will argue that the expansive and unique history of reflection is indicative of both its impact on modern thought and how it is neither a trend nor a temporary solution to social issues (Bitting and Clift 1988).