Reflective practice
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| − | <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="sta">Educating the Reflective Practitioner, D. A. Schön. (1987)</ref> | + | <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="sta">Educating the Reflective Practitioner, D. A. Schön. (1987)</ref></div> |
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==Introduction== | ==Introduction== | ||
| − | While being an important skill for every position, like mentioned, it’s most critical in situations of high uncertainty. Traditionally developed and used in medical science and arts it's fundamentally applicable to any position where the context provides complexity beyond systematic approaches. | + | While being an important skill for every position, like mentioned, it’s most critical in situations of high uncertainty. Traditionally developed and used in medical science and arts it's fundamentally applicable to any position where the context provides complexity beyond systematic approaches. The article will also use the term ''designer'' in a broader sense, referring to a creator. This creation could be that of a system, a product, a medical procedure, a plan or simply knowledge or understanding. |
This article will cover the fundamental theory of reflective practice, its history and its application in current occupations | This article will cover the fundamental theory of reflective practice, its history and its application in current occupations | ||
==Big idea== | ==Big idea== | ||
| + | Reflective practice refers to the idea of conversating with the problem faced, its context, past experiences and oneself when designing. | ||
===Theory=== | ===Theory=== | ||
'''What is:''' | '''What is:''' | ||
| − | + | ====Professional artistry==== | |
| + | Professional artistry is the display of immediate understanding and response from a professional when faced with a challenge in practice. What differs professional artistry from the usual systemic approach that we all perform every day, is its high level of autonomy. The use of professional artistry shown by professionals deeply invested in their field can sometimes be unconscious. A somewhat deeper integrated connection within the thought processes. Like riding a bicycle, the act may be explained in detail, but its execution requires very little conscious thinking. This artistry is enabled by what is often referred to as ''embodied'' or ''tacit knowledge''<ref name="sta">The Tacit Dimension, L. Schrijver. (2021)</ref>. | ||
- Knowing-in-action(Schön)/tacit knowledge(Michael Polanyi) | - Knowing-in-action(Schön)/tacit knowledge(Michael Polanyi) | ||
Revision as of 15:23, 15 February 2022
Contents |
Abstract
Reflective practice is the skill of being able to monitor and evaluate one’s own behaviour and practice critically as a learning experience. By distancing oneself towards one’s own performance an increased awareness of relevancy and scope is gained. This knowledge is important as real-life situations are often messy and uninterpretable at first glance, which makes the application of systematic approaches challenging. By being in constant conversation with the context, one’s past experiences and behaviour understanding can be achieved and theories become applicable once again. Therefore it’s a crucial competence to any professional dealing with high levels of complexity or uncertainty.
By utilizing reflective practice, one moves from otherwise inexplainable professional artistry to repeatable, developable rationale. This is achieved by utilizing a constant cycle of experimentation and reflection. While drawing upon the present and past situations solutions and decisions unique to the experienced context, can be created. Through this kind of active inquiry, the professional will then move tacit knowledge, otherwise indescribable, towards conscious thought processes.
Introduction
While being an important skill for every position, like mentioned, it’s most critical in situations of high uncertainty. Traditionally developed and used in medical science and arts it's fundamentally applicable to any position where the context provides complexity beyond systematic approaches. The article will also use the term designer in a broader sense, referring to a creator. This creation could be that of a system, a product, a medical procedure, a plan or simply knowledge or understanding.
This article will cover the fundamental theory of reflective practice, its history and its application in current occupations
Big idea
Reflective practice refers to the idea of conversating with the problem faced, its context, past experiences and oneself when designing.
Theory
What is:
Professional artistry
Professional artistry is the display of immediate understanding and response from a professional when faced with a challenge in practice. What differs professional artistry from the usual systemic approach that we all perform every day, is its high level of autonomy. The use of professional artistry shown by professionals deeply invested in their field can sometimes be unconscious. A somewhat deeper integrated connection within the thought processes. Like riding a bicycle, the act may be explained in detail, but its execution requires very little conscious thinking. This artistry is enabled by what is often referred to as embodied or tacit knowledge[1].
- Knowing-in-action(Schön)/tacit knowledge(Michael Polanyi)
- Reflection-in/on-action
History
Inherent tie to education (Taught systematic approaches that don't work in complex real-life practices)
