Teaching Critical Reflection

Recently, a great deal of attention has been devoted to the topic of reflection and to the development of reflective practitioners. By itself, however, reflection is not necessarily critical (Brookfield 1995; Ecclestone 1996). To engage in critical reflection requires “moving beyond the acquisition of new knowledge and understanding, into questioning [of] existing assumptions, values, and perspectives” (Cranton 1996, p. 76). Four elements are central to critical reflection: assumption analysis, contextual awareness, imaginative speculation, and reflective scepticism (Brookfield 1988, p. 325). Assisting adults in undertaking critical reflection is a frequently espoused aim of adult education (e.g., Bright 1996; Brookfield 1994; Collins 1991; Millar 1991) but it is a goal that is not easily achieved. This Alert identifies some of the trends and issues related to teaching adults to be critically reflective.