Dewey's five-phase reflective cycle of thought¶

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Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The paper describes Dewey's (1933) account of disciplined, problem-centered reflective thought: 'Dewey (1933) identifies five phases in the reflective cycle of thought.' Reflection begins with an unconsciously arising doubt, which is organized into a question, developed into a tentative solution, examined against previous knowledge, and tested in action. The cycle is explicitly not a rigid sequence: each phase can lead to new observations and redefine the problem, and unconscious mind play contributes spontaneity and freshness.

Design Implications¶

Context¶

Requirements¶

• A doubt or uncertainty arising about an activity as the starting point of reflection

Constraints¶

• The phases are 'neither sequential nor rigid' in Dewey's account as the paper reports it

Target Learners¶

• children being trained to think reflectively
• teachers

Target Learning Objectives¶

• disciplined reflective thinking
• problem-centered thought

Claims¶

• Dewey rejects Kohlberg's fixed stage hierarchy: moral inquiry happens only in problematic situations where no single action seems morally justified, and must be repeated as concrete situations arise [+W]

Related Theories¶

• Schon's knowing-in-action and the distinction between reflection-in-action and reflection-on-action
• Experiential Learning Theory
• Mead's theory of the social origin of reflective consciousness
• Pragmatism and Progressivism (Educational Philosophy)
• Dewey's theory of inquiry: reflection as the instrument that resolves problematic situations

Examples¶

• Wholetheme K-12 classroom pattern: theme plus multidisciplinary projects in an action research cycle
• Five-Stage Problem-Solving Model

Key Sources¶

• Heflich, David A. & Iran-Nejad, Asghar. (1995). Reflective Educational Practice from the Perspective of Wholetheme Constructivism. https://eric.ed.gov/?id=ED393851