What is it about?
Reflection is a really important part of many higher education courses, but does it change when it is judged or assessed? Will students stop reflecting honestly and usefully and only aim to pass the assignment? How can we go about encouraging and teaching proper reflective skills that will be of use not just now but in the future.
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Why is it important?
I take an embodied perspective to consider this question. You can't be reflective in isolation just as you can't be critical in isolation - you need something to be reflective or critical about. It is really hard to teach people to be reflective, it can become very formulaic. But we can teach people to increase their embodied self-awareness, and when they are more self-aware they have more to reflect upon...
Perspectives
I am an accredited somatic movement therapist and educator and a qualified yoga teacher, and I draw on my experience of movement and embodiment to throw light on this subject. Higher education can be very focused on the mind and the written word, and I offer an alternative perspective.
Dr Jennifer Leigh
University of Kent
Read the Original
This page is a summary of: An embodied perspective on judgements of written reflective practice for professional development in Higher Education, Reflective Practice, January 2016, Taylor & Francis,
DOI: 10.1080/14623943.2015.1123688.
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