Schon's knowing-in-action and the distinction between reflection-in-action and reflection-on-action¶

Theory · All theories
Evidence · no claims cited

Description¶

The paper presents Schon's account of tacit knowledge: knowing-in-action (KIA) is knowledge tacit in the way we do things, which 'unconsciously controls how we act in relationship to our environment in any situation'. Reflection is triggered when a surprise interrupts the flow of KIA. Reflection-on-action occurs afterward, with evaluative distance; reflection-in-action, Schon's primary interest, is a conscious inquiry during activity that frames the problem, evaluates underlying assumptions, and constructs an alternative solution testable on the spot.

Design Implications¶

Context¶

Requirements¶

• A surprise that interrupts the flow of knowing-in-action to trigger reflection

Constraints¶

• Schon's focus is on the education of professionals, though the paper extends the ideas to education in general

Target Learners¶

• professional practitioners
• novice teachers in practica

Target Learning Objectives¶

• reflection-in-action
• reflection-on-action
• tacit knowledge articulation

Claims¶

Related Theories¶

• Dewey's five-phase reflective cycle of thought
• Schon's reflective coaching: learning design-like practice through a dialogue of words and actions
• Mead's theory of the social origin of reflective consciousness

Examples¶

• Wholetheme K-12 classroom pattern: theme plus multidisciplinary projects in an action research cycle

Key Sources¶

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