What is Critical Reflection?

Centre for Open Learning and Educational Support
What is Critical Reflection?
Critical reflection occurs when we analyze and challenge the validity of our presuppositions and assess
the appropriateness of our knowledge, understanding and beliefs given our present contexts
(Mezirow, 1990). Brookfield (1990) explains that critical reflection involves three phases:
1. Identifying the assumptions (“those taken-for-granted ideas, commonsense beliefs, and selfevident rules of thumb” (pg. 177)) that underlie our thoughts and actions;
2. Assessing and scrutinizing the validity of these assumptions in terms of how they relate to our
‘real-life’ experiences and our present context(s);
3. Transforming these assumptions to become more inclusive and integrative, and using this
newly-formed knowledge to more appropriately inform our future actions and practices.
The process of critical reflection may be conceptualized through the descriptions and questions
contained in the following two figures (adapted from Brookfield 1990, 1995; Mezirow, 1990).
Descriptive
• Describes situation and general reaction with little attempt to
uncover personal assumptions/beliefs about the situation
What?
Analytical
• Integrates meaningful reaction to situation based on
assumptions/beliefs, feelings, and alternative perspectives/points of
view
Why? What if?
Critical
Now What?
• Uncovers the root causes of our knowledge, assumptions and beliefs.
Discovers new meaning and suggests how this experience can impact
and inform the future
| Prepared by Natasha Kenny, 2010
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Centre for Open Learning and Educational Support
What happened
(describe the
experience)?
What will you do as
a result of this
experience? How
will you use it to
inform your future?
Why /how did it
happen? What
factors contributed?
How do you feel
about it?
What is your new
interpretation of the
experience? What is
the significance?
What did you learn
about yourself and
others?
References:
Brookfield, S.D. 1995. Becoming a Critically Reflective Teacher. Jossey-Bass, CA.
Brookfield, S.D. 1990. Using critical incidents to explore learners’ assumptions. In pages 177-193 of J.
Mezirow (Ed). Fostering Critical Reflection in Adulthood. Jossey-Bass Publishers, San Fransisco.
Mezirow, J. 1990. How critical reflection triggers transformative learning. In pages 1-20 of J. Mezirow
(Ed). Fostering Critical Reflection in Adulthood. Jossey-Bass Publishers, San Fransisco.
| Prepared by Natasha Kenny, 2010
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