Cristian D. Magnus, M.A.
University of Heidelberg
Institute for educational science
Reflection and reflection evocative structures
Reflection seems to be an undisputed phenomenon in educational research. Professionals like teachers have to be reflective practitioners and educational theories of learning, of Bildung and competence draw heavily the existence of reflection as anthropological supposition, as capacity of pedagogical acting at all. Yet the term itself seems to be frequently used unreflected and mantra-like.
In the framework of my current research it is claimed that reflection is: an unintentional capability, which can be willingly influenced, plays a vital role as presupposition of anthropological concepts, is capable of making implicit contents explicit and is crucial for ethical reviews of individuals. The recent discussion about reflection concentrates on its role in professional acting of teachers. Research e.g. of Schön, Polanyi and McAlpine but also the research of Wildt, Altrichter and Helsper thematise this contexts, although from two differing epistemological perspectives. By text analysis and qualitative research the author tries to distinguish different types of reflection and what evokes them.
Tacit Dimensions of Teaching and Learning 