Filosofisk refleksion i professionsuddannelser

Begrebsarbejde, dømmekraft og praksisnærhed

Abstract

This article examines the role that philosophical reflection can play in the acquisition and development of professional competences. The article distinguishes between philosophical reflection as a practice-oriented examination of concepts, values and assumptions, and Philosophy as an academic and institutional discipline. It is argued that philosophical reflection is neither identical to ordinary reflection nor to academic Philosophy, but can be understood as a problematising form of conceptual work that arises when the central concepts and values of a practice need to be understood and applied in specific situations. The article links this understanding to the work of professional education programmes on situated judgement and professional craftsmanship. Through a problem-based learning case from teacher training, it demonstrates how philosophical reflection can support students’ transition from proposing solutions to examining their understanding of the problem. The article also discusses the objection that philosophical reflection may contribute to an inappropriate ‘academisation’ of professional education programmes, but argues that philosophical reflection can, rather, enhance practical relevance when linked to specific practical situations. Finally, the article discusses philosophy as an academic and historical tradition serving as an institutional memory for reflection. It argues that philosophical traditions can offer a repertoire of questions, concepts and arguments that can support students’ development of critical thinking, problem understanding and professional judgement. The article thus provides a conceptual framework for understanding philosophical reflection as a practice-oriented and didactically scaffoldable dimension in professional education programmes.