Reflection requires independent critical thought, an activity that In the spirit of constant connection, those data are taken in on top of any other. In the second variation, reflexivity is defined as a social worker's self-critical that emerge from a critical analysis of terms such as 'reflexivity' and 'reflection' is . How do practitioners understand the concept of reflexivity and its relationship to. Leeds University Business School REFLEXIVE PRACTICE: Reflection 'on': A stepping back - a rational and reasoning being Reflexive Practice Questioning the relationship between ourselves Critically-Reflexive Practice Examine assumptions that there is a rational way of managing organizations.
Theories, narratives and practices.
Postmodern critical perspectives pp. Transpersonal perspectives on spirituality in social work. Postmodernism, spirituality, and the creative writing process: Implications for social work practice. The Journal of Contemporary Human Services, 82 1 Constructing meanings and identities in practice: Child protection in Western Australia. Unpublished doctoral dissertation, University of Lancaster, UK.
Constructing meanings and identities in child protection. Exploring the possibilities of an expanded practice repertoire in child protection: An overview of outcomes of a collaborative study. Global Social Work Congress A case study of collaborative research.
Journal of Progressive Human Services, 16 1 Reflexivity, its meanings and relevance for social work: A critical review of the literature. British Journal of Social Work, 37, An alternative conceptual approach.
Journal of Social Work Devaux, M.
Reflexivity (social theory)
A critical reading of Foucault. Feminist Studies, 20 2 The policing of families: Welfare versus the state, London: The rhetoric, politics and theology of bottom line arguments against relativism. History of the Human Sciences, 8, Concepts of the self. Applied research for better practice. Macmillan with British Association of Social Workers. Protecting children in new times: Child protection and the risk society. Child and Family Social Work, 2, Welfare, Social Exclusion and Reflexivity: The Case of Child and Woman Protection.
Journal of Social Policy, 32 2 Protecting children in time: Child abuse, child protection and the consequences of modernity. Critical reflectivity in education and practice.
Practice, theory and education for working in uncertainty. Social Science Information, 10 2 Politics and the study of discourse. Ideology and Consciousness, 3, Selected interviews and other writings. Structured risk assessment procedures: Child Abuse Review, 8, Postmodernism and organisational analysis: Constructionism in the rhetoric and practice of fourth generation evaluation.
Evaluation and Program Planning, 18 1 A new approach in South Australia. Professionalisation in social work: The challenge of diversity. International Social Work, 39, Child abuse and the bureaucratisation of social work. Sociological Review, 40 3 Social Epistemology, 16 2 Studies in the History and Philosophy of Science, 33, Postmodernism and the teaching and practice of interpersonal skills. Working in human service organizations: Professional self-awareness from a critical theory perspective.
The violence of language. Discourse analysis and the management of incommensurability. Journal of Community and Applied Social Psychology, 4, The implementation of structured decision making SDM in child protection practice in Queensland, Australia.
Transforming social work practice: The Case of Ethnography. On the link between academia and practice in social work. Journal for the Theory of Social Behaviour, 30 1 Constructing social work identity based on the reflexive self.
British Journal of Social Work, 30 3— Emotions, reflexivity and action: Social Forces, 66 4 Developing tools for reflecting on counteraggressive responses to troubling behaviour. Reclaiming Children and Youth: Journal of Emotional and Behavioural Problems, 10 2— Social work research methods: Qualitative and quantitative applications. Child care, child protection and the state. Child protection and family support: Tensions, contradictions and possibilities.
Risk, advanced liberalism and child welfare: The need to rediscover uncertainty and ambiguity. British Journal of Social Work, 28, Reconfiguring Child Welfare Practices: Risk, Advanced Liberalism, and the Government of Freedom. Some thoughts on the relationship between theory and practice in and for Social Work. The problem is even more difficult in the social sciences. Reflexivity has been taken up as the issue of "reflexive prediction" in economic science by Grunberg and Modigliani and Herbert A.
Simonhas been debated as a major issue in relation to the Lucas Critiqueand has been raised as a methodological issue in economic science arising from the issue of reflexivity in the sociology of scientific knowledge SSK literature.
Reflexivity has emerged as both an issue and a solution in modern approaches to the problem of structure and agencyfor example in the work of Anthony Giddens in his structuration theory and Pierre Bourdieu in his genetic structuralism.
Reflexivity and the Researcher — NAIP European Master of Music
Giddensfor example, noted that constitutive reflexivity is possible in any social system, and that this presents a distinct methodological problem for the social sciences. Giddens accentuated this theme with his notion of " reflexive modernity " — the argument that, over time, society is becoming increasingly more self-aware, reflective, and hence reflexive.
Bourdieu argued that the social scientist is inherently laden with biasesand only by becoming reflexively aware of those biases can the social scientists free themselves from them and aspire to the practice of an objective science. For Bourdieu, therefore, reflexivity is part of the solution, not the problem.
Reflexivity (social theory) - Wikipedia
Foucault examines the history of Western thought since the Renaissance and argues that each historical epoch he identifies 3, while proposing a 4th has an epistemeor "a historical a priori ", that structures and organizes knowledge.
Foucault argues that the concept of man emerged in the early 19th century, what he calls the "Age of Man", with the philosophy of Immanuel Kant. He finishes the book by posing the problem of the age of man and our pursuit of knowledge- where "man is both knowing subject and the object of his own study"; thus, Foucault argues that the social sciences, far from being objective, produce truth in their own mutually exclusive discourses. In economics[ edit ] Economic philosopher George Sorosinfluenced by ideas put forward by his tutor, Karl Popper has been an active promoter of the relevance of reflexivity to economics, first propounding it publicly in his book The Alchemy of Finance.
Reflexivity is inconsistent with general equilibrium theorywhich stipulates that markets move towards equilibrium and that non-equilibrium fluctuations are merely random noise that will soon be corrected. In equilibrium theory, prices in the long run at equilibrium reflect the underlying economic fundamentalswhich are unaffected by prices. Reflexivity asserts that prices do in fact influence the fundamentals and that these newly influenced set of fundamentals then proceed to change expectations, thus influencing prices; the process continues in a self-reinforcing pattern.
Because the pattern is self-reinforcing, markets tend towards disequilibrium. Sooner or later they reach a point where the sentiment is reversed and negative expectations become self-reinforcing in the downward direction, thereby explaining the familiar pattern of boom and bust cycles  An example Soros cites is the procyclical nature of lending, that is, the willingness of banks to ease lending standards for real estate loans when prices are rising, then raising standards when real estate prices are falling, reinforcing the boom and bust cycle.
Reflection is the key to successful learning for teachers and for learners. Students[ edit ] Students can benefit from engaging in reflective practice as it can foster the critical thinking and decision making necessary for continuous learning and improvement. Students who have acquired metacognitive skills are better able to compensate for both low ability and insufficient information. Teachers[ edit ] The concept of reflective practice is now widely employed in the field of teacher education and teacher professional development and many programmes of initial teacher education claim to espouse it.
Reflecting on different approaches to teaching, and reshaping the understanding of past and current experiences, can lead to improvement in teaching practices. It is argued that, through the process of reflection, teachers are held accountable to the standards of practice for teaching, such as those in Ontario: The references used may be made clearer with a different or consistent style of citation and footnoting. References in this section should be converted to citation templates to follow the same citation style as the rest of article, per WP: January Learn how and when to remove this template message For students to acquire necessary skills in reflection, their teachers need to be able to teach and model reflective practice see above ; similarly, teachers themselves need to have been taught reflective practice during their initial teacher education, and to continue to develop their reflective skills throughout their career.
However, Mary Ryan has noted that students are often asked to "reflect" without being taught how to do so,  or without being taught that different types of reflection are possible; they may not even receive a clear definition or rationale for reflective practice.
Andrea Gelfuso and Danielle Dennis, in a report on a formative experiment with student teachers, suggest that teaching how to reflect requires teacher educators to possess and deploy specific competences.
Due to the ever-changing context of healthcare and the continual growth of medical knowledge, there is a high level of demand on healthcare professionals' expertise. Due to this complex and continually changing environment, healthcare professionals could benefit from a program of reflective practice. They noted that the evidence to support curricular interventions and innovations promoting reflective practice remains largely theoretical.
Increased learning from an experience or situation Promotion of deep learning Identification of personal and professional strengths and areas for improvement Identification of educational needs Acquisition of new knowledge and skills Further understanding of own beliefs, attitudes and values Encouragement of self-motivation and self-directed learning Could act as a source of feedback Possible improvements of personal and clinical confidence Limitations to reflective practice include: However, the authors noted the challenges with melding the "circularity" of reflective practice theory with the "doing" of sustainability.