Engineering > Urban Studies and Planning > Reflective Practice: An Approach for Expanding You

Reflective Practice: An Approach for Expanding You posted by duggu on 2/6/2008

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Courseware/Lectures

Test/Tutorials

Course Highlights

This course features a full set of presentations and discussion notes in the lecture notes section, as well as a list of selected readings relevant to the ideas of reflective practice.

Course Description

The course is an introduction to the approach of Reflective Practice developed by Donald Schön. It is an approach that enables professionals to understand how they use their knowledge in practical situations and how they can combine practice and learning in a more effective way. Through greater awareness of how they deploy their knowledge in practical situations, professionals can increase their capacities of learning in a more timely way. Understanding how they frame situations and ideas helps professionals to achieve greater flexibility and increase their capacity of conceptual innovation.

The objective of the course is to introduce students to the approach and methods of reflective practice by raising their awareness about their own cognitive resources and how they use them in their practice. The course will introduce theories of learning, knowledge generation, framing and reframing, theories of action, reflection-in-practice, and conceptual innovation, and provide students with opportunities to experiment with these theories in real life through practical exercises in which they reflect on real situations that they have faced in their past professional experience. Through these practical exercises, students will have the opportunity to reflect on their thinking capacities in the context of their practice.

Special Features

Complete video lectures

Technical Requirements

Special software is required to use some of the files in this course: .rm.

Syllabus

Course Description and Objective

The course is an introduction to the approach of Reflective Practice developed by Donald Schön. Reflective practice is an approach that enables professionals to understand how they use their knowledge in practical situations and how they combine action and learning in a more effective way. Through greater awareness and reflection, professionals are able to identify the knowledge that is embedded in the experience of their work so that they can improve their actions in a timely way, and achieve greater flexibility and conceptual innovation.

The objective of the course is to introduce students to the approach and methods of reflective practice by raising their awareness about their own cognitive resources and how they use them in their practice. The course will introduce theories of learning and knowledge generation and provide students with opportunities to experiment with these theories in real life through practical exercises in which they reflect on real situations that they have faced in their past professional experience. Through these practical exercises, students will "reflect on the reflection-in-action of practice."

The conceptual basis for the course will be the works of Donald Schön, Chris Argyris, Martin Rein, John Dewey, Ikujiro Nonaka, Joseph Realin, and Michael Polanyi, among others.

The main topics that will be covered are:

The espoused-theory and theory-in-use and their function in natural thinking,
The reflection in and on action and their roles in developing reflective skills,
The virtual world and its role in the dialogue that support creative work,
The tacit and explicit dimensions of knowledge, and the importance of making tacit elements of knowledge explicit,
The learning cycles and how they impact on our understanding of complex problems,
The concept of reframing and its importance for creating new conceptual frameworks, solving controversies and inventing new strategies,
The conceptual learning and its importance for the practitioners in the 21st century, and
Some other concepts that the student may require for learning reflective practice.

Methodology

The course will be based on the learning process of the students in exercises of reflection about their practice, both as professionals or as students, and about their experience reflecting on their reflection methods. They will carry out exercises of reflection on those experiences and will draw both practical lessons and insights about the concepts and methods of reflective practice they apply. Some reflective and reframing methods will be introduced as a resource for carrying out those exercises.

The course will consist of ten classes of three hours. The basic format of each class will be:

A brief introduction to the core concepts of the theme of the day, approximately 30 minutes.
Instructions for a practical exercise, 10 to 15 minutes.
The carrying out of the exercise, 90 to 120 minutes.
The discussion of the exercise and reflection about the experiences and return to the concepts discussed in the first part, 30 to 45 minutes.

The aforementioned class format may vary depending on the specific processes used in the practical exercises or the presence of special speakers who may be invited to provide insights on certain topics.

Course Requirements

An average of two article- or chapter-length readings will be assigned each session, to be read before the session for which they are assigned. Reading assignments are specified for each class in the course syllabus. Optional readings are also listed and students are encouraged to read or skim these materials as well. Reading assignments are from the required course book, The Reflective Practitioner: How Professionals Think in Action by Donald Schön, and a photocopied packet of reading materials.

For those classes in which preparation for the practical in-class exercises is necessary, students will also be assigned a short reflection exercise to be completed before the class session. Students should attend class regularly and be prepared to participate in the practical exercises and contribute to class discussions.

At the end of the course, students will prepare one paper, of up to 5 double-spaced pages, in which they will identify the most important lessons or knowledge gained from the course and how they intend to use these in their future professional work and/or development. This reflection paper will be a written individual work, but once the students finish it, they will be invited to share their conclusions with their peers and their instructors.

Grading

Grading will be pass or fail and will be based on participation in class; knowledge of course materials as reflected in class discussions, practical exercises and final paper; and attendance. Attendance in class is obligatory.

Calendar

Course calendar.
LEC #	TOPICS	ACTIVITIES
1	Introduction to Reflective Practice	Presentation of the course, its purpose and methodology. Presentation of the approach of Donald Schön for Reflective Practice and its importance in the 21^st century. Exercise: Experience of learning. Each student will be asked to remember a relevant learning experience, and to describe its process graphically. The analysis will consist of pattern identification and comparison with the known learning cycles. Discussion on the learning cycles and their relevance for experiential learning.
2	The Practice of Reflection	Presentation of the concepts of reflect-in-action and reflect-on-action and their importance for learning from action and for learning how to be a reflective practitioner. Introduction to the Critical Moments Reflection Methodology. Exercise: Each student will be asked to step back into the learning experience of the first day of the course, the identification of the critical moments they lived, and the use of the critical moments for reconstructing the experience. The analysis will consist of the identification of similarities and differences among the learning experiences of the participants and of the drawing of lessons of this first day. Discussion on the practice of reflection and its importance for learning how to reflect-in-action as a new level of professional awareness.
3	Ways of Knowledge Generation	Presentation of the diversity of methods of knowledge generation that humanity has been developing through time: experimentation, speculation, scientific method, statistical analysis, tacit knowledge discovery, imagination, design, modeling, gaming, reframing, conceptual innovation, searching, reflection, dialogue, etc. Exercise: The students will work in groups, and will be put in contact with cases in which different methods of knowledge generation are used. The analysis will be about the usefulness and limitations of each method of knowledge generation. The discussion will be on the methods of knowledge generation, their rationale, the areas of applicability of each method, the importance of science and of technology in the knowledge generation methods, and the reasons and limits of the positivist rationality and the need for reflective practice.
4	Theories, Knowledge and Practice	Presentation of the concepts of theory-in-use, knowing-in-action, espoused theory, and of tacit and explicit elements in action and in reflection. Exercise: The students will work in groups, and will analyze cases of reflection-in-action. They will be asked to identify the use of people's theories in their thinking process, which may be tacit or explicit. The analysis will be on the role played by the tacit and explicit elements that are supporting action and thinking. The discussion will be about the importance of the tacit elements of knowledge that are supporting action and thinking.
5	Virtual Worlds and Their Role in Creative Work	Presentation of the concepts of virtual worlds, their characteristics in different professions: architecture, psychotherapy, engineering, etc., and their roles in professional practice, in reflection, in design and in training. Exercise: The students will work in groups. Based on the readings in which Schön explains how virtual worlds are used, students will be asked to organize their main ideas about virtual worlds and their roles. (A different option for this exercise may be to ask the students to become acquainted with some computer games, such as Civilization III, and then describe the main features of the virtual world used and analyze its impact in the kind of strategies that the players undertake). Discussion on how the virtual world we work with influences our understanding of the reality that is being modeled by this cognitive tool and how it impacts the options we are able to imagine.
6	Frames, Perceptions and Interpretations	Presentation of the concepts of framing and reframing and their importance for interpretation of phenomena, for broadening the capacity of managing complex situations, and for discovering solutions for complex problems. Exercise: The students will work in groups to analyze a problematic issue, like the results of the last national elections, taking into consideration the perspective of different actors, like Democrats, Republicans, and independent analysts. Other issues that may be considered are immigration, perceived by different social groups, etc. The purpose of the discussion will not be to decide which group is right, but rather to understand the rationale of each framing approach and discover the impact of these different framings on the conclusions and to the priority of actions that derive from them.
7	Reframing for Resolving Intractable Controversies	Presentation of the concept of intractable controversies and the role of reframing as a way of inventing solutions to complex problems that seem unsolvable. Exercise: The students will work in groups to reframe their analysis made the day before in a way that generate a common ground that helps solve the controversy. After that each group will present their reframed proposition and the other groups will evaluate if they feel the proposition has been successfully elaborated. Discussion on the challenges of reframing and the lessons learned from the two days exercise.
8	Reframing for Strategic Creativity	Presentation of the concepts of strategic entrapment, strategic creativity and of the role of reframing as a way of inventing strategies for triggering solutions for situations that would otherwise seem unsolvable. Some cases from warfare will be made for illustrating the concepts. Exercise: The students will work in groups to reframe a situation where a group of population, or an organization, is facing a challenge that seams unsolvable. They explore different options for reframing the situation, and develop routes for solutions. After that they will compare the results of the exercise and their experience of reframing. The discussion will be about the effectiveness of the different options and the cognitive posture required for reframing for strategic creativity.
9	Conceptual Learning	Presentation of the role of concepts for perceiving and understanding situations and phenomena and the importance of conceptual learning in an environment of rapid change and innovation. Discussion of why the shift from technical update to conceptual innovation is required. Exercise: The students will work in groups to explore the last 10 years of history and identify a case where an innovative concept generated a breakthrough of change. Once identified the case they should identify which was the innovative element of the concept, its advantage and the impact of this new concept in society. The discussion will be about the challenges for acquiring the capacity of going beyond the technical approach to problem solving and learning to be conceptually innovative.
10	Frontiers of Schön's Approach and Its Relevance in the 21^st Century	Presentation and discussion of the new advances post-Schön: the globalization of economy, the Internet, the dispersion of innovation, infotopia, wikipedia, the emergence of new methods of knowledge creation, the searching engine, the emergence of Asia, the global distribution of scientific edge, the invention and reinvention of the professions, etc. A reflective dialogue about the importance of reflective practice for a professional to be aware of his cognitive resources, and to manage his practice and evolution in the environment of the 21^st Century. Discussion of final paper. This final assignment is a reflection paper in which students identify the most important lessons or knowledge gained from the course and how they intend to use these in their future professional work and/or development.

Readings

This section contains documents that could not be made accessible to screen reader software. A "#" symbol is used to denote such documents.

Course calendar.
LEC #	TOPICS	ACTIVITIES
1	Introduction to Reflective Practice	Richmond, Jonathan E. D., et al. "A Life of Reflection: Remarks in Memory of Donald Schön." Journal of Planning Literature 8, no. 13 (1998): 3-10. Schön, Donald. "Preparing Professionals for the Demands of Practice" and "Redesigning Professional Education." In Educating the Reflective Practitioner. New York, NY: John Wiley & Sons, 1990. ISBN: 1555422209. Optional Argyris, Chris, and Donald Schön. "Model I" and "Model II." In Theory in Practice: Increasing Professional Effectiveness. New York, NY: John Wiley & Sons, 2001. ISBN: 1555424465.
2	The Practice of Reflection	McDowell, Ceasar L., Andrea Nagel, Susana M. Williams, and Claudia Canepa. "Building Knowledge from the Practice of Local Communities." Knowledge Management for Development Journal 1, no. 3 (2005): 30-40. Amulya, Joy. "Summary of Critical Moments Reflection." 2003.
3	Ways of Knowledge Generation	Schön, Donald. "From Technical Rationality to Reflection-in-Action." In The Reflective Practitioner: How Professionals Think in Action. Burlington, VT: Ashgate Publishing, 1995. ISBN: 1857423194. Pink, Daniel. "Design." In A Whole New Mind: Why Right-Brainers Will Rule the Future. New York, NY: Penguin, 2006. ISBN: 1594481717.
4	Theories, Knowledge and Practice	Argyris, Chris, and Donald Schön. "Theories of Action." In Theory in Practice: Increasing Professional Effectiveness. New York, NY: John Wiley & Sons, 2001. ISBN: 1555424465. Kuhn, Thomas. "Revolutions as Changes in the World View." In The Structure of Scientific Revolutions. Chicago, IL: University of Chicago Press, 1996. ISBN: 0226458083. Schön, Donald. "Preparing Professionals for the Demands of Practice" and "Implications for Improving Professional Education." In Educating the Reflective Practitioner. New York, NY: John Wiley and Sons, 1990. ISBN: 1555422209.
5	Virtual Worlds and Their Role in Creative Work	Schön, Donald. "The Structure of Reflection-in-Action." In The Reflective Practitioner: How Professionals Think in Action. Burlington, VT: Ashgate Publishing, 1995. ISBN: 1857423194. Klein, Gary. "The Power of Mental Simulation." In Sources of Power: How People Make Decisions. Cambridge, MA: MIT Press, 1999. ISBN: 0262611465.
6	Frames, Perceptions and Interpretations	Schön, Donald, and Martin Rein. "Introduction" and "Rationality, Reframing, and Frame Reflection." In Frame Reflection: Toward the Resolution of Intractable Policy Controversies. New York, NY: Basic Books, 1995. ISBN: 0465025129.
7	Reframing for Resolving Intractable Controversies	Schön, Donald, and Martin Rein. "Intractable Policy Controversies." In Frame Reflection: Toward the Resolution of Intractable Policy Controversies. New York, NY: Basic Books, 1995. ISBN: 0465025129.
8	Reframing for Strategic Creativity	Schön, Donald, and Martin Rein. "Homelessness in Massachusetts." In Frame Reflection: Toward the Resolution of Intractable Policy Controversies. New York, NY: Basic Books, 1995. ISBN: 0465025129.
9	Conceptual Learning	Schön, Donald. "Asking the Question: A Review of Some Theories of the Formation of New Concepts," "Starting from Scratch: Treating the New in Terms of the Old," and "The Life of Metaphors in Theory: A Speculative Conclusion." In Displacement of Concepts. Oxford, UK: Taylor & Francis, 2003. ISBN: 0415264863. Pink, Daniel. "High Concept, High Touch." In A Whole New Mind: Why Right-Brainers Will Rule the Future. New York, NY: Penguin, 2006. ISBN: 1594481717. Friedman, Thomas L. "The Right Stuff." In The World Is Flat: A Brief History of the Twenty-First Century. New York, NY: Farrar, Straus & Giroux, 2006, pp. 301-315. ISBN: 0374292795. Optional Kelley, Thomas, and Jonathan Littman. "The Anthropologist." In The Ten Faces of Innovation: IDEO's Strategies for Defeating the Devil's Advocate and Driving Creativity throughout Your Organization. New York, NY: Doubleday & Company, 2005. ISBN: 0385512074.
10	Frontiers of Schön's Approach and Its Relevance in the 21^st Century	Sunstein, Cass. "Introduction: Dreams and Nightmares" and "Many Working Minds: Wikis, Open Source Software, and Blogs." In Infotopia: How Many Minds Produce Knowledge. New York, NY: Oxford University Press, 2006. ISBN: 0195189280.