Refleksjon ein uttynna medisin

Authors

  • Knut Ove Æsøy Faculty of Education - Østfold University College Institutt for filosofi og religionsvitenskap - Norges teknisk-naturvitenskapelige universitet

DOI:

https://doi.org/10.7146/spf.v4i1.22498

Keywords:

Refleksjon, Jürgen Habermas, kunnskapsinteresser, orienteringskunnskap, meistringskunnskap, radikal kritikk, overblikk, medvitsregime, kritisk tenking

Abstract

The main object of this article is to contribute to a clearer use of the concept reflection. The question is whether reflection has become an overexposed and diluted medicine in educational thinking. To answer this question I will examine how reflection is understood and what direction and theoretical foundation the concept is based on. The article is a Habermas inspired interpretation of basic textbooks for teacher education. In the textbooks, reflection is presented as a good medicine for the professional teacher and a continuous reflection will improve the professional practice by developing consciousness in action. In the conclusion I will present some recommendations on how to improve the understanding and use of reflection. My main goal is to provide reflection with a theoretical content  and a clearer direction. Reflection is a knowledge searching, which is not based on experience and facts, but which is closely tied to philosophical thinking, critical theory and the ability to develop an overview.

Author Biography

Knut Ove Æsøy, Faculty of Education - Østfold University College Institutt for filosofi og religionsvitenskap - Norges teknisk-naturvitenskapelige universitet

Lecturer

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Published

2015-01-04

How to Cite

Æsøy, K. O. (2015). Refleksjon ein uttynna medisin. Studier I Pædagogisk Filosofi, 4(1), 63–74. https://doi.org/10.7146/spf.v4i1.22498

Issue

Vol. 4 No. 1 (2015): Critical Thinking

Section

Articles

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