Reflective practice - Revision history

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	As reflective practice refers to an epistemology, most research and literature is based around the education of practitioners and their organisations. Most notably is Donald Scöns studies documented in his trilogy of books regarding the ‘’reflective practitioner’’.<ref name="ref pra">Schön, D., 1983. The Reflective Practioner: How Professionals think in action. New York: Ashgate Publishing.</ref><ref name="edu pra"/><ref name="ref turn">Schön, D., 1991. The Reflective turn: Case studies in and on educational practice. New York: Teachers College Press.</ref> In this book series he tackles the implications of educating practitioners to tackle complex real-life practices. This is done in direct response to the systematic and sterile theories and approaches, while being based on science, falls short of the complexity of situations met in a professional context. In the series, Schön draws parallels to the traditional methodology of teaching art like architecture and musical performance.		As reflective practice refers to an epistemology, most research and literature is based around the education of practitioners and their organisations. Most notably is Donald Scöns studies documented in his trilogy of books regarding the ‘’reflective practitioner’’.<ref name="ref pra">Schön, D., 1983. The Reflective Practioner: How Professionals think in action. New York: Ashgate Publishing.</ref><ref name="edu pra"/><ref name="ref turn">Schön, D., 1991. The Reflective turn: Case studies in and on educational practice. New York: Teachers College Press.</ref> In this book series he tackles the implications of educating practitioners to tackle complex real-life practices. This is done in direct response to the systematic and sterile theories and approaches, while being based on science, falls short of the complexity of situations met in a professional context. In the series, Schön draws parallels to the traditional methodology of teaching art like architecture and musical performance.

	Being in constant conversation with the context becomes the centrepiece in the model and approach of ''Hunter-gathering''<ref name="Hunter gatherer">Steinert, M. and Leifer, L., ~~2022~~. 'Finding One's Way': Re-Discovering a Hunter-Gatherer Model based on Wayfaring. International Journal of Engineering Education, 28(2).</ref><ref name="Wayfaring">Leikanger, K., Balters, S. and Steinert, M., 2016. Introducing the Wayfaring Approach for the Development of Human Experiments in Interaction Design and Engineering Design Science. In: International Design Conference.</ref> developed and expanded through the early-mid 2010s. These theories expand the landscape of reflective practice by contributing with models portraying an exploration of the unknown as being an iterative rapid development process. Through ''probing'' the current understanding and using its outcome to form decisions of the next move, the traditional idea of developing towards a predetermined goal is abandoned. Instead, the designer(s) focus on their understanding of success.		Being in constant conversation with the context becomes the centrepiece in the model and approach of ''Hunter-gathering''<ref name="Hunter gatherer">Steinert, M. and Leifer, L., 2012. 'Finding One's Way': Re-Discovering a Hunter-Gatherer Model based on Wayfaring. International Journal of Engineering Education, 28(2).</ref><ref name="Wayfaring">Leikanger, K., Balters, S. and Steinert, M., 2016. Introducing the Wayfaring Approach for the Development of Human Experiments in Interaction Design and Engineering Design Science. In: International Design Conference.</ref> developed and expanded through the early-mid 2010s. These theories expand the landscape of reflective practice by contributing with models portraying an exploration of the unknown as being an iterative rapid development process. Through ''probing'' the current understanding and using its outcome to form decisions of the next move, the traditional idea of developing towards a predetermined goal is abandoned. Instead, the designer(s) focus on their understanding of success.

	==Limitations==		==Limitations==

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	As reflective practice refers to an epistemology, most research and literature is based around the education of practitioners and their organisations. Most notably is Donald Scöns studies documented in his trilogy of books regarding the ‘’reflective practitioner’’.<ref name="ref pra">Schön, D., 1983. The Reflective Practioner: How Professionals think in action. New York: Ashgate Publishing.</ref><ref name="edu pra"/><ref name="ref turn">Schön, D., 1991. The Reflective turn: Case studies in and on educational practice. New York: Teachers College Press.</ref> In this book series he tackles the implications of educating practitioners to tackle complex real-life practices. This is done in direct response to the systematic and sterile theories and approaches, while being based on science, falls short of the complexity of situations met in a professional context. In the series, Schön draws parallels to the traditional methodology of teaching art like architecture and musical performance.		As reflective practice refers to an epistemology, most research and literature is based around the education of practitioners and their organisations. Most notably is Donald Scöns studies documented in his trilogy of books regarding the ‘’reflective practitioner’’.<ref name="ref pra">Schön, D., 1983. The Reflective Practioner: How Professionals think in action. New York: Ashgate Publishing.</ref><ref name="edu pra"/><ref name="ref turn">Schön, D., 1991. The Reflective turn: Case studies in and on educational practice. New York: Teachers College Press.</ref> In this book series he tackles the implications of educating practitioners to tackle complex real-life practices. This is done in direct response to the systematic and sterile theories and approaches, while being based on science, falls short of the complexity of situations met in a professional context. In the series, Schön draws parallels to the traditional methodology of teaching art like architecture and musical performance.

	Being in constant conversation with the context becomes the centrepiece in the model and approach of ''Hunter-gathering''<ref name="Hunter gatherer">Steinert, M. and Leifer, L., 2022. 'Finding One's Way': Re-Discovering a Hunter-Gatherer Model based on Wayfaring. International Journal of Engineering Education, 28(2).<ref name="Wayfaring">Leikanger, K., Balters, S. and Steinert, M., 2016. Introducing the Wayfaring Approach for the Development of Human Experiments in Interaction Design and Engineering Design Science. In: International Design Conference.</ref> developed and expanded through the early-mid 2010s. These theories expand the landscape of reflective practice by contributing with models portraying an exploration of the unknown as being an iterative rapid development process. Through ''probing'' the current understanding and using its outcome to form decisions of the next move, the traditional idea of developing towards a predetermined goal is abandoned. Instead, the designer(s) focus on their understanding of success.		Being in constant conversation with the context becomes the centrepiece in the model and approach of ''Hunter-gathering''<ref name="Hunter gatherer">Steinert, M. and Leifer, L., 2022. 'Finding One's Way': Re-Discovering a Hunter-Gatherer Model based on Wayfaring. International Journal of Engineering Education, 28(2).</ref><ref name="Wayfaring">Leikanger, K., Balters, S. and Steinert, M., 2016. Introducing the Wayfaring Approach for the Development of Human Experiments in Interaction Design and Engineering Design Science. In: International Design Conference.</ref> developed and expanded through the early-mid 2010s. These theories expand the landscape of reflective practice by contributing with models portraying an exploration of the unknown as being an iterative rapid development process. Through ''probing'' the current understanding and using its outcome to form decisions of the next move, the traditional idea of developing towards a predetermined goal is abandoned. Instead, the designer(s) focus on their understanding of success.

	==Limitations==		==Limitations==

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	If feedback and critique, whether it’s explicit or not, are not being acknowledged a practitioner might find it hard to reach desired performance and can find themselves in a standstill of improvement. While reflections on feedback might spark looped learning on multiple levels, examples of single-loop could be: A designer gets increasing feedback that his designed artefact is not being used the intended way. A manager on the other hand observes that his department, responsible for implementation, struggles while those with development does not.		If feedback and critique, whether it’s explicit or not, are not being acknowledged a practitioner might find it hard to reach desired performance and can find themselves in a standstill of improvement. While reflections on feedback might spark looped learning on multiple levels, examples of single-loop could be: A designer gets increasing feedback that his designed artefact is not being used the intended way. A manager on the other hand observes that his department, responsible for implementation, struggles while those with development does not.

	To accommodate the feedback, the designer could ask himself: ''Can my users help me design the intended use?'' and the manager: ''Should my implementation-specialist be part of development departments?''.		To accommodate the feedback, the designer could ask himself: ''Can my users help me design the intended use?'' and the manager: ''Should my implementation-specialist be part of development departments?''. With the practitioners questioning previous choices and how they can be changed to suit new development, they engage in a '''Single-loop learning'''.

	===Bias===		===Bias===

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	'''Frame Innovation: Create New Thinking by Design''', K. Dorst. (2015)		'''Frame Innovation: Create New Thinking by Design''', K. Dorst. (2015)
	<span style="color: grey">This book by Kees Dorst provides further insights into the methodology of frame creation in design practices. It deals itself with the theory both in a solo- and team context.</span>		<span style="color: grey">This book by Kees Dorst provides further insights into the methodology of frame creation in design practices. It deals itself with the theory both in a solo- and team context.</span>

	'''The role of reflection in single and double loop learning''', J. Greenwood. (1998)		'''The role of reflection in single and double loop learning''', J. Greenwood. (1998)
	<span style="color: grey">This article, written by Professor of Nursing Jennifer Greenwood, provides a deeper explanation of the research within looped learning. It creates an overview of the complementary development and differences across authors.</span>		<span style="color: grey">This article, written by Professor of Nursing Jennifer Greenwood, provides a deeper explanation of the research within looped learning. It creates an overview of the complementary development and differences across authors.</span>

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	#''Was an operation the right treatment?''		#''Was an operation the right treatment?''
	#''Was I looking at the wrong symptoms when deciding this treatment?''		#''Was I looking at the wrong symptoms when deciding this treatment?''

	~~==Bias==~~
	In the worldmaking process, it’s essential that the creator takes a holistic perspective and judges the situation with a somewhat objective mindset. Through the introspective discovery, presented in reflective practice, we must then ask ourselves how our position distorts reality.

	==Examples of application==		==Examples of application==

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	===Feedback===		===Feedback===
	If feedback and critique, whether it’s explicit or not, are not being acknowledged a practitioner might find it hard to reach desired performance and can find themselves in a standstill of improvement. While reflections on feedback might spark looped learning on multiple levels, examples of single-loop could be: A designer gets increasing feedback that his designed artefact is not being used the ~~correct~~ way. A manager on the other hand observes that his department, responsible for implementation, struggles while those with development does not.		If feedback and critique, whether it’s explicit or not, are not being acknowledged a practitioner might find it hard to reach desired performance and can find themselves in a standstill of improvement. While reflections on feedback might spark looped learning on multiple levels, examples of single-loop could be: A designer gets increasing feedback that his designed artefact is not being used the intended way. A manager on the other hand observes that his department, responsible for implementation, struggles while those with development does not.

	To accommodate the feedback, the designer could ask himself: ''Can my users help me design the intended use?'' and the manager: ''Should my implementation-specialist be part of development departments?''.		To accommodate the feedback, the designer could ask himself: ''Can my users help me design the intended use?'' and the manager: ''Should my implementation-specialist be part of development departments?''.

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	__TOC__		__TOC__

	~~<font color="red">Missing stuff~~
	*Recommended reads
	*More words
	*Fancy graphics</font>

	==Introduction==		==Introduction==
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	In the worldmaking process, it’s essential that the creator takes a holistic perspective and judges the situation with a somewhat objective mindset. Through the introspective discovery, presented in reflective practice, we must then ask ourselves how our position distorts reality.		In the worldmaking process, it’s essential that the creator takes a holistic perspective and judges the situation with a somewhat objective mindset. Through the introspective discovery, presented in reflective practice, we must then ask ourselves how our position distorts reality.

	==~~Application~~==		==Examples of application==
	While the fundamental mechanisms of reflective practice are independent of the context in which it is being used, its application might be very different depending on the domain. Here the two common roles of a designer(creator) and a project manager will be utilized to provide examples of differences. Each theme of examples will elevate the loop of learning achieved.		While the fundamental mechanisms of reflective practice are independent of the context in which it is being used, its application might be very different depending on the domain. Here the two common roles of a designer(creator) and a project manager will be utilized to provide examples of differences. Each theme of examples will elevate the loop of learning achieved.

	===Feedback===		===Feedback===
	If feedback and critique are not being acknowledged a practitioner might find it hard to reach desired performance and can find themselves in a standstill of improvement. ~~These situations~~		If feedback and critique, whether it’s explicit or not, are not being acknowledged a practitioner might find it hard to reach desired performance and can find themselves in a standstill of improvement. While reflections on feedback might spark looped learning on multiple levels, examples of single-loop could be: A designer gets increasing feedback that his designed artefact is not being used the correct way. A manager on the other hand observes that his department, responsible for implementation, struggles while those with development does not.

			To accommodate the feedback, the designer could ask himself: ''Can my users help me design the intended use?'' and the manager: ''Should my implementation-specialist be part of development departments?''.

	===Bias===		===Bias===
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	==Reads==		==Reads==
	'''Frame Innovation:~~'''~~ Create New Thinking by Design, K. Dorst. (2015)		'''Frame Innovation: Create New Thinking by Design''', K. Dorst. (2015)
	<span style="color: grey">This book by Kees Dorst provides further insights into the methodology of frame creation in design practices. It deals itself with the theory both in a solo- and team context.</span>		<span style="color: grey">This book by Kees Dorst provides further insights into the methodology of frame creation in design practices. It deals itself with the theory both in a solo- and team context.</span>
			'''The role of reflection in single and double loop learning''', J. Greenwood. (1998)
			<span style="color: grey">This article, written by Professor of Nursing Jennifer Greenwood, provides a deeper explanation of the research within looped learning. It creates an overview of the complementary development and differences across authors.</span>

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	This article will cover the fundamental theory of reflective practice and its terminology, its application, its history and its limitations. Recommended reads on further research on the subject will also be presented towards the end.		This article will cover the fundamental theory of reflective practice and its terminology, its application, its history and its limitations. Recommended reads on further research on the subject will also be presented towards the end.

	==~~Big idea~~==		==Theory==
	<div style="text-align: center;"><span style="color: grey">''“There is a high, hard ground overlooking a swamp. On the high ground, manageable problems lend themselves to solution through the use of research-based theory and technique. In the swampy lowlands, problems are messy and confusing and incapable of technical solutions. The irony of this situation is that the problems of the high ground tend to be relatively unimportant to individuals or society at large, however great their technical interest may be, while in the swamp lie the problems of greatest human concern.”''</span><ref name="edu pra">Educating the Reflective Practitioner, D. A. Schön. (1987)</ref></div>		<div style="text-align: center;"><span style="color: grey">''“There is a high, hard ground overlooking a swamp. On the high ground, manageable problems lend themselves to solution through the use of research-based theory and technique. In the swampy lowlands, problems are messy and confusing and incapable of technical solutions. The irony of this situation is that the problems of the high ground tend to be relatively unimportant to individuals or society at large, however great their technical interest may be, while in the swamp lie the problems of greatest human concern.”''</span><ref name="edu pra">Educating the Reflective Practitioner, D. A. Schön. (1987)</ref></div>

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	<div style="text-align: center;"><span style="color: grey">''“How can one act and reflect at the same time? How can one be concrete and immediate and still be theoretical?”''</span><ref name="Kolb">Toward an applied theory of experiential learning. In C. Cooper (ed.), Theories of group processes, D. A. Kolb & R. E. Fry. (1975)</ref></div>		<div style="text-align: center;"><span style="color: grey">''“How can one act and reflect at the same time? How can one be concrete and immediate and still be theoretical?”''</span><ref name="Kolb">Toward an applied theory of experiential learning. In C. Cooper (ed.), Theories of group processes, D. A. Kolb & R. E. Fry. (1975)</ref></div>

	Like a conversation, any interaction with a complex system, like a person, is to some extent unpredictable. In the same sense, reflective practice aims to tackle high uncertainty situations with a constant shift between experimentation and investigation. But as with language, that which is communicated conveys more than its factuality. It conveys contextual information like rules, culture, history and expression. With the knowledge of this context, we are able to decipher and shape our next inquiry. Comparing what is observed with previous experiences or collectively accumulated knowledge taught through education, we are able to steer the direction of exploration. Through reflection either in the faced situation or after, the professional can abstract her findings, compare with her repertoire of knowledge and compose an answer to this unique problem. <ref name="logic">Logic, The Theory of Inquiry, J. Dewey (1938)</ref>		Like a conversation, any interaction with a complex system, like a person, is to some extent unpredictable. In the same sense, reflective practice aims to tackle high uncertainty situations with a constant shift between experimentation and investigation. But as with language, that which is communicated conveys more than its factuality. It conveys contextual information like rules, culture, history and expression. With the knowledge of this context, we are able to decipher and shape our next inquiry. Comparing what is observed with previous experiences or collectively accumulated knowledge taught through education, we are able to steer the direction of exploration. Through reflection either in the faced situation or after, the professional can abstract her findings, compare with her repertoire of knowledge and compose an answer to this unique problem. <ref name="logic">Logic, The Theory of Inquiry, J. Dewey. (1938)</ref>

	===Worldmaking===		===Worldmaking===
	<div style="text-align: center;"><span style="color: grey">''“[...] frames provide meaning through selective simplification, by filtering people's perceptions and providing them with a field of vision for a problem.”''</span><ref name="frames">Frames, Framing and Reframing, S. Kaufman, M. Elliot & D. Schmueli. (2003)</ref></div>		<div style="text-align: center;"><span style="color: grey">''“[...] frames provide meaning through selective simplification, by filtering people's perceptions and providing them with a field of vision for a problem.”''</span><ref name="frames">Frames, Framing and Reframing, S. Kaufman, M. Elliot & D. Schmueli. (2003)</ref></div>

	The act of worldmaking is to create or frame a virtual world in which the context, problems and goals of a given situation live. It is to create an existence on relevance, to determine the scope of intervention. To be able to tackle high complexity, It is essential for any practitioner to distinguish subjects of high importance from those of irrelevance. There are multiple approaches to worldmaking, many of which are described in Nelson Goodman’s book ‘’Ways of Worldmaking’’.<ref name="wow">Ways of Worldmaking, N. Goodman (1978)</ref> But common for these worlds is that they should be a tool in which a future could be imagined. Like a doctor, determining that symptoms and an irregular sleep schedule support a likely hypothesis from which he can fabricate a treatment, while the mental state and eating habits of the patient provide no further insight. In teams, especially multidisciplinary ones, worldmaking becomes instrumental in aligning and communicating desired outcomes, interventions and approaches. It determines common terminology and draws upon the collective knowledge of its members.		The act of worldmaking is to create or frame a virtual world in which the context, problems and goals of a given situation live. It is to create an existence on relevance, to determine the scope of intervention. To be able to tackle high complexity, It is essential for any practitioner to distinguish subjects of high importance from those of irrelevance. There are multiple approaches to worldmaking, many of which are described in Nelson Goodman’s book ‘’Ways of Worldmaking’’.<ref name="wow">Ways of Worldmaking, N. Goodman. (1978)</ref> But common for these worlds is that they should be a tool in which a future could be imagined. Like a doctor, determining that symptoms and an irregular sleep schedule support a likely hypothesis from which he can fabricate a treatment, while the mental state and eating habits of the patient provide no further insight. In teams, especially multidisciplinary ones, worldmaking becomes instrumental in aligning and communicating desired outcomes, interventions and approaches. It determines common terminology and draws upon the collective knowledge of its members.

	===Single-, Double- and Triple-loop learning===		===Single-, Double- and Triple-loop learning===
	[[File:tamarack.PNG\|400px\|thumb\|right\|Single-, Double- and Triple-loop learning<ref name="tamarack">TOOL \| Single, Double and Triple Loop Learning, Tamarack Institute</ref>]]		[[File:tamarack.PNG\|400px\|thumb\|right\|Single-, Double- and Triple-loop learning<ref name="tamarack">TOOL \| Single, Double and Triple Loop Learning, Tamarack Institute</ref>]]
	While reflection is the main objective, not every kind of reflection have the same impact. This is why we separate our reflections into N-looped learnings. With single- and double-loop learnings being presented in the early ‘90s, by authors like Donald Schön and Chris Argyris, zero- and triple-loop learning was theorized later by various sources.		While reflection is the main objective, not every kind of reflection have the same impact. This is why we separate our reflections into N-looped learnings. With single- and double-loop learnings being presented in the early ‘90s, by authors like Donald Schön and Chris Argyris, zero- and triple-loop learning was theorized later by various sources.<ref name="DLL in organizations">Double loop learning in organizations, C. Argyris. (1977)</ref>
	*'''Zero-loop learnings''' regards itself to situations where the designer has no reflections or learnings in conjunction with an action. While being rare it's primarily seen within unconscious autonomous actions in everyday lives.		*'''Zero-loop learnings''' regards itself to situations where the designer has no reflections or learnings in conjunction with an action. While being rare it's primarily seen within unconscious autonomous actions in everyday lives.
	*'''Single-loop learnings''' is the act of self-correction. A prompt or concern leads to the correction of a previous action. This is where the practitioner or organisation ask themselves ''Are we doing things right?''.		*'''Single-loop learnings''' is the act of self-correction. A prompt or concern leads to the correction of a previous action. This is where the practitioner or organisation ask themselves ''Are we doing things right?''.
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	==History==		==History==
	While the term ‘’reflective practice’’ is relatively new, it is built upon theories and ideas dating long before the ’70-’80s, when it was popularized. Donald Schön refers to Meno, a Socratic dialogue between Plato and Socrates, that touches upon the mysteries associated with searching for something one does not know what is.<ref name="edu pra" /><ref name="Meno">The Meno, Plato, (W.K.C. Guthrie, trans.) (1956)</ref> Similarly it’s argued that the ability to develop logic through inquiry of the unknown, is an inherent part of being human. What has allowed us to develop beyond other species is the competence to imagine future scenarios of change. It has allowed us to prepare for winters, establish social structures and develop systems of inventions. Furthermore, it is argued that our inquiry will always be based on logic determined and stated by the people before us as it is deeply integrated into our cultural upbringing. <ref name="logic"/>		While the term ‘’reflective practice’’ is relatively new, it is built upon theories and ideas dating long before the ’70-’80s, when it was popularized. Donald Schön refers to Meno, a Socratic dialogue between Plato and Socrates, that touches upon the mysteries associated with searching for something one does not know what is.<ref name="edu pra" /><ref name="Meno">The Meno, Plato. (W.K.C. Guthrie, trans.) (1956)</ref> Similarly it’s argued that the ability to develop logic through inquiry of the unknown, is an inherent part of being human. What has allowed us to develop beyond other species is the competence to imagine future scenarios of change. It has allowed us to prepare for winters, establish social structures and develop systems of inventions. Furthermore, it is argued that our inquiry will always be based on logic determined and stated by the people before us as it is deeply integrated into our cultural upbringing. <ref name="logic"/>

	[[File:Gibbs.PNG\|200px\|thumb\|right\|Gibbs reflective cycle<ref name="gibbs"/>]]		[[File:Gibbs.PNG\|200px\|thumb\|right\|Gibbs reflective cycle<ref name="gibbs"/>]]
	The idea of cycled experiential learning, like that presented by D. A. Kolb and R. E. Fry, and later expanded upon by G. Gibbs, gives the theory of obtaining knowledge through reflection a systematic approach.<ref name="Kolb"/> <ref name="gibbs">Learning by Doing, A Guide to Teaching and Learning Methods, G. Gibbs(1988)</ref> By presenting stages of experimentation, observation, reflection and application its users ~~where~~ now able to accurately and systematically describe their thought-process in situations of exploration.		The idea of cycled experiential learning, like that presented by D. A. Kolb and R. E. Fry, and later expanded upon by G. Gibbs, gives the theory of obtaining knowledge through reflection a systematic approach.<ref name="Kolb"/> <ref name="gibbs">Learning by Doing, A Guide to Teaching and Learning Methods, G. Gibbs. (1988)</ref> By presenting stages of experimentation, observation, reflection and application its users were now able to accurately and systematically describe their thought-process in situations of exploration.

	As reflective practice refers to an epistemology, most research and literature is based around the education of practitioners and their organisations. Most notably is Donald Scöns studies documented in his trilogy of books regarding the ‘’reflective practitioner’’.<ref name="ref pra">The Reflective Practioner: How Professionals think in action, D. Schön, (1983)</ref><ref name="edu pra"/><ref name="ref turn">The Reflective Turn: Case studies in and on educational practice, D. Schön, (1991)</ref> In this book series he tackles the implications of educating practitioners to tackle complex real-life practices. This is done in direct response to the systematic and sterile theories and approaches, while being based on science, falls short of the complexity of situations met in a professional context. In the series, Schön draws parallels to the traditional methodology of teaching art like architecture and musical performance.		As reflective practice refers to an epistemology, most research and literature is based around the education of practitioners and their organisations. Most notably is Donald Scöns studies documented in his trilogy of books regarding the ‘’reflective practitioner’’.<ref name="ref pra">The Reflective Practioner: How Professionals think in action, D. Schön. (1983)</ref><ref name="edu pra"/><ref name="ref turn">The Reflective Turn: Case studies in and on educational practice, D. Schön. (1991)</ref> In this book series he tackles the implications of educating practitioners to tackle complex real-life practices. This is done in direct response to the systematic and sterile theories and approaches, while being based on science, falls short of the complexity of situations met in a professional context. In the series, Schön draws parallels to the traditional methodology of teaching art like architecture and musical performance.

	Being in constant conversation with the context becomes the centrepiece in the model and approach of ''Hunter-gathering''<ref name="Hunter gatherer">'Finding One's Way': Re-Discovering a Hunter-Gatherer Model based on Wayfaring, M. Steinert & L. J. Leifer, (2012)</ref> and ''Wayfaring'''<ref name="Wayfaring">Introducing the Wayfaring Approach for the Development of Human Experiments in Interaction Design and Engineering Design Science, M. Steinert & S. Balters, (2016)</ref> developed and expanded through the early-mid 2010s. These theories expand the landscape of reflective practice by contributing with models portraying an exploration of the unknown as being an iterative rapid development process. Through ''probing'' the current understanding and using its outcome to form decisions of the next move, the traditional idea of developing towards a predetermined goal is abandoned. Instead, the designer(s) focus on their understanding of success.		Being in constant conversation with the context becomes the centrepiece in the model and approach of ''Hunter-gathering''<ref name="Hunter gatherer">'Finding One's Way': Re-Discovering a Hunter-Gatherer Model based on Wayfaring, M. Steinert. & L. J. Leifer. (2012)</ref> and ''Wayfaring'''<ref name="Wayfaring">Introducing the Wayfaring Approach for the Development of Human Experiments in Interaction Design and Engineering Design Science, M. Steinert. & S. Balters. (2016)</ref> developed and expanded through the early-mid 2010s. These theories expand the landscape of reflective practice by contributing with models portraying an exploration of the unknown as being an iterative rapid development process. Through ''probing'' the current understanding and using its outcome to form decisions of the next move, the traditional idea of developing towards a predetermined goal is abandoned. Instead, the designer(s) focus on their understanding of success.

	==Limitations==		==Limitations==
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	When the designer '''lack knowledge''' about the context he’s presented with, he must invent his own understanding of its mechanics. In this situation, he has very little existing knowledge to draw upon. This has the potential to present different challenges for the designer. Without an understanding, he has no point of reference, whether it’s used to compare and evaluate or in planning what to focus on. He also doesn’t draw upon the accumulated knowledge generated among like-minded professionals. Tested theories, approaches and standards are potentially left behind. While a lacking pre-understanding isn’t purely negative, as it incites innovation, it can have great consequences in fields of high technicality, like medicine or construction.		When the designer '''lack knowledge''' about the context he’s presented with, he must invent his own understanding of its mechanics. In this situation, he has very little existing knowledge to draw upon. This has the potential to present different challenges for the designer. Without an understanding, he has no point of reference, whether it’s used to compare and evaluate or in planning what to focus on. He also doesn’t draw upon the accumulated knowledge generated among like-minded professionals. Tested theories, approaches and standards are potentially left behind. While a lacking pre-understanding isn’t purely negative, as it incites innovation, it can have great consequences in fields of high technicality, like medicine or construction.

	Without a '''self-critical''' approach to one’s reflections, reflective practice might lead to self-indulging and strengthening of biases. Without self-doubt, the approach can lead to a less communicative process of rationalizing existing behaviour or practice. Similarly, without being '''critical of context''' the professional might herself to what can be immediately changed and disregarding the system or culture that lead up to this point.<ref name="finlay"/> In extension, without an awareness of one's capabilities of this introspective judgement, we might falsely come to the conclusion that we are void of bias. By overestimating the basis on which we judge ourselves, by comparing ourselves to known experiences of bias, we often neglect that the limitations of the experiences are biases in their very nature. Lastly, we tend to deny bias as we perceive our own intentions to be, for example, ''right'', ''objective'' or ''altruistic''.<ref name="bias">Valuing thoughts, ignoring behaviour: The introspection illusion as a source of the bias blind spot., E. Pronin & M. B. Kugler.(2006)</ref>		Without a '''self-critical''' approach to one’s reflections, reflective practice might lead to self-indulging and strengthening of biases. Without self-doubt, the approach can lead to a less communicative process of rationalizing existing behaviour or practice. Similarly, without being '''critical of context''' the professional might herself to what can be immediately changed and disregarding the system or culture that lead up to this point.<ref name="finlay"/> In extension, without an awareness of one's capabilities of this introspective judgement, we might falsely come to the conclusion that we are void of bias. By overestimating the basis on which we judge ourselves, by comparing ourselves to known experiences of bias, we often neglect that the limitations of the experiences are biases in their very nature. Lastly, we tend to deny bias as we perceive our own intentions to be, for example, ''right'', ''objective'' or ''altruistic''.<ref name="bias">Valuing thoughts, ignoring behaviour: The introspection illusion as a source of the bias blind spot., E. Pronin. & M. B. Kugler. (2006)</ref>

	Lastly, compared to systematic applications of science it is '''time consuming'''. It incites introspective reflection that, if used self-critically, questions one’s own approaches. In time-sensitive situations like that often met by a fireman or doctor, this might have crucial consequences. This is why a systematic and rigorous application of tested theory is still taught in many fields. By leaning on years of dedicated research, the professional can tackle common situations with low uncertainty, with little reliance on the designers own capabilities<ref name="finlay">Reflecting on ‘Reflective practice’ in PBPL paper 52, L. Finlay(2008)</ref>		Lastly, compared to systematic applications of science it is '''time consuming'''. It incites introspective reflection that, if used self-critically, questions one’s own approaches. In time-sensitive situations like that often met by a fireman or doctor, this might have crucial consequences. This is why a systematic and rigorous application of tested theory is still taught in many fields. By leaning on years of dedicated research, the professional can tackle common situations with low uncertainty, with little reliance on the designers own capabilities<ref name="finlay">Reflecting on ‘Reflective practice’ in PBPL paper 52, L. Finlay. (2008)</ref>
	==References==		==References==
	<references/>		<references/>

	==Reads==		==Reads==
	'''Frame Innovation:''' Create New Thinking by Design, K. Dorst [2015]		'''Frame Innovation:''' Create New Thinking by Design, K. Dorst. (2015)