What is Critical Reflection

The detailed examination of a practice coupled with thoughtful analysis and determination of effectiveness and possibly transformation ( Cranton, 1996 ).

The first component of praxis that requires people to examine how their identity characteristics shape their lived experiences because of societal norms and social systems.

A process of recognizing, assessing and challenging presuppositions or assumptions about issues known, the way the world is perceived and the beliefs and values we foster.

An exercise where one describes, questions, and analyzes their knowledge, feelings, and behaviors to create an action plan for the future.

A process of recognising, assessing, and challenging pre-suppositions or assumptions about issues known, the way the world is perceived and the beliefs and values we foster.

A process, seeks to engage an individual in ‘scratching below the surface’ to be deep and accurate when determining the value of a decision, experience, or theory. An essential step in transformative learning.

When through engaging in self-reflection, learners experience a “shift in perspective, a change in consciousness, or a transformation of mind” (Drago-Severson & Maslin-Ostrowski, 2014, p. 201).

This refers to the reflection on experience that reveals the underlying assumptions, values, and beliefs that compel a person to act as she/he does in a particular situation and to interpret the actions of another in a particular way; thus critical reflection unveils one’s “frames of reference” as Mezirow calls them or one’s “espoused theories of action” as Argyris and Schon referred to them. Critical reflection is necessary before transformative learning may occur, but critical reflection does not necessarily lead to transformative learning.

A critical stance taken toward oneself, one’s own assumptions and beliefs.

A reasoning process for making meaning of an experience that can be articulated in a number of ways such as in written form, orally, video production, and presentation software (PowerPoint).

Questioning previously-held beliefs and assumptions, resulting in the acquisition of a new perspective based on that action.

The Victorian Government Department of Education and Training in Australia, defines critical reflection as an extension of critical thinking. Critical reflection asks us to think about our own practice and ideas and then it challenges us to step back and examine our thinking by asking probing questions.

A term to describe the process by which people identify the assumptions to guide their actions, locate the cultural and historical contexts of these assumptions, inquire the meaning of these assumptions, and develop different ways of actions.

The process of evaluating, reviewing, and analyzing one’s practice and ideas that often challenges the current practice by asking probing questions.

A process of recognising, assessing and challenging pre-suppositions or assumptions about issues known, the way the world is perceived and the beliefs and values we foster.

Although there is a lack of consensus on the meaning, it is used in the present chapter to refer to the process of becoming aware of and critically considering beliefs and values.

Our ability to analyse issues raised by our own experiences; this may help us to become more aware of the extent to which we use our rational and empathic capacities when we act under pressure.

The ways in which teachers use questions to examine and re-examine their instructional practices, justify their decisions and think of ways in which to improve or change their instructional practice.

Questioning and actively adjusting previously learned practice.

A process of identifying, questioning, and assessing our deeply held assumptions.

Evaluating and challenging the status quo with view to making emancipatory changes

The process of analyzing and questioning experiences and assumptions

The process of analyzing positions of power and privilege with an aim to create inclusive teaching and learning environments.

An inward examination of concepts, ideas and experiences which includes analysis.

An extension of critical thinking, teachers review their practice and ideas by asking probing questions.

A process of recognising, assessing, and challenging pre-suppositions or assumptions about issues known, the way the world is perceived and the beliefs and values we foster.

The active questioning and challenging of biases at micro (self), meso (schools), and macro (society) levels that leads to action in the name of equity and justice.

Questioning previously-held beliefs and assumptions, resulting in the acquisition of a new perspective based on that action.

“[A] critique of the presuppositions on which our beliefs have been built” (Mezirow, 1990, p. 8 AU117: The in-text citation "Mezirow, 1990, p. 8" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).

It is the process of analyzing, questioning and reframing experiences within a broad context of issues (e.g., issues related to social justice, curriculum development, learning theories, politics, culture, or use of technology). This kind of reflection is often based on critical or unexpected events, or break down routines in professional practice.

The process through which individuals examine personal assumptions through various lenses including: autobiographical reflection, lenses of others and literature ( Brookfield, 1995 , p. xiii).

The concept has its roots in critical theory as much as in tenets of experiential learning. It is a key process the practice of action learning, such as in CBE methods and socially-situated learning activities.

Critical reflection refers to a person’s ability to reflect critically on his/her experiences, integrate the knowledge acquired from these experiences with the previous knowledge, and then be able make an informed decision based on insights he/she gained from the new and previous experiences.

A metacognitive process in which individuals evaluate and intentionally challenge their understandings in an on-going and generative manner so as to expand and improve upon their existing knowledge and skills.

Evaluating and challenging the status quo with view to making emancipatory changes

The process of analyzing and questioning experiences and assumptions in order to learn from them.

A process of identifying, questioning, and assessing our deeply held assumptions.

Questioning and challenging beliefs and assumptions that were previously uncritically assimilated.

A process through which the meaning of an experience is made through applied curiosity about one's thinking, feeling, and doing.

The process of analyzing and questioning experiences and assumptions.

Learners engage in questioning their understanding or experience by exploring the underlying meaning, assumptions, and implications ( Brookfield, 1990 ). Critical thinking might include examining why they think the way they do, alternate viewpoints, and perspectives, and reconsidering their values, assumptions, and/or beliefs. Critical reflection is the core skill and task that drives emancipatory and transformative learning.

A critical stance taken toward oneself, one’s own assumptions and beliefs.

A process of recognising, assessing, and challenging pre-suppositions or assumptions about issues known, the way the world is perceived, and the beliefs and values we foster.

The use of careful deliberation and thought to produce new insights.

The exploration and questioning of the existing assumptions and/or ideologies, and taking new actions considering sociocultural, political, moral, and emotional factors.

A process of identifying, questioning, and assessing our deeply held assumptions.

King and Wang (2007) consider critical reflection as the theory of reflectivity as used by Europeans and it is defined by Mezirow (1990 , 1991 , 2000 ) as having 10 stages that progress from a characteristic “disorienting dilemma” that uses an experience of imbalance in one’s life as an opportunity for considering new perspectives.

The ability to carefully analyze performance to provide specific areas of strength and also improvement.

A deeper and more profound reflection based on active learning.

Reflection is a “looking back” on experiences. Critical reflection is the process of analysing, reconsidering and questioning experiences within a broad context of issues. The process can be broken down into four (4) dimensions, which address the different activities and levels of reflection (a. comprehensive observation, b. comprehensive description, c. making meaning and d. adding depth and breadth to the meanings). Difficulties are resulted by the subjective nature of emotions involved in each experience. Mezirow underlines the role of habits that are determined by sociocultural, mental and epistemological distortions.

Questioning previously-held beliefs and assumptions, resulting in the acquisition of a new perspective based on that action.

Critical reflection stimulates self-discovery in personal and professional life; it gives depth of understanding to complex or difficult situations and forces a more ‘holistic’ view ( Mezirow, 1998 ; Roberts, 2008 ). It involves achieving an awareness of the situation, evaluating the situation and making changes to action if necessary.

The process of thinking that uncovers hegemonic assumptions and calls into question the power dynamics through interrogating how one’s intersectional identity/positionality shapes interactions and events.

The intentional attempt to uncover assumptions that guide actions by viewing one’s practice through the lenses of autobiographical experience, students’ eyes, colleagues’ perceptions and theory.

The first component of praxis that requires people to examine how their identity characteristics shape their lived experiences because of societal norms and social systems.

A process of considering and interrogating one's beliefs, feelings, experiences, and actions, their impact, and enacting conceptual or practical change.

Although there is a lack of consensus on the meaning, it is used in the present chapter to refer to the process of becoming aware of and critically considering beliefs and values.

Questioning assumptions, values, biases examining power relations and thinking beyond the dominant ideas.