The reflective learning theory best explains why adults learn because the theory relates previously learned information to help solve a problem or to gain new skills. Learners need to be able to analyze situations or problems, determine the nature of the problem and find a new solution to the problem by making a connection to prior knowledge (Prayer, 1993). Prayer (1993) argues that "self-reflective learning means to become critically aware of what has been taken for granted about one's learning and the assuptions underlying one's values and behaviors" (p. 44). For a learner to become critcally reflective, the learner must draw on assumptions, premises, and experiences. Prayer (1993) offers several strategies for educators to help develop reflective learning such as: role playing critical questioning, and engaging in dialogue with other colleagues.
Schon's (1992) work with reflective learning included the notions of reflection-in-action and reflection-on-action. As I understand it, reflection-in-action is similar to thinking on your feet. We examine our experiences and feelings, and act upon the situation at the present. This is also termed tacit knowledge (Kinsella, 2007). I found this to be very interesting. Our initial reactions to a given situation are very important. Thinking-on-action occurs later, after the situation has subsided. Upon reflection to these reactions we can gain knowledge and understanding.
Kinsella, E. A. (2007). Embodied reflection and the epistemology of reflective practice. Journal of Philosophy of Education, 41(1), pp. 395–409.
Prayer, F. (1993). Critical reflectivity learning theory: Implications for the workplace. PAACE Journal of Lifelong Learning, 43-48.
Schon, D. (1992). The theory of inquiry: Dewey's legacy to education. Curriculum Inquiry, 22(2). 119-139.
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