Refleksioone

Refleksioone refers to the deliberate act of examining and evaluating one’s experiences, thinking patterns, and actions in order to learn from them and adapt future behavior. It can be personal, describing feelings and responses, or critical, questioning underlying assumptions and implications. The concept draws on theories of metacognition and experiential learning.

In theory, reflective practice is linked to Kolb’s experiential learning cycle (concrete experience, reflective observation, abstract conceptualization, and active experimentation) as well as Schön’s idea of the reflective practitioner, who learns through ongoing reflection while acting in professional contexts.

Practices commonly used to foster refleksioone include journaling, structured reflection prompts, debriefings after tasks, portfolio work, and dialogue with peers or mentors. Descriptive reflection focuses on recounting events and emotions; critical reflection analyzes reasons, values, and power dynamics; and transformative reflection seeks changes in beliefs or professional practice.

Applications span education, health care, social work, and beyond, where reflective activities support professional development, ethical reasoning, and continuous improvement. Advantages include deeper understanding, adaptability, and better decision-making; challenges include subjectivity, bias, and time constraints. The quality of reflection often depends on guidance, prompts, feedback, and a conducive culture that values learning from mistakes.

References to this approach appear in curricula and professional standards worldwide, often integrated with assessment through reflective essays, portfolios, or supervised practice. See also metacognition, reflective practice, experiential learning, critical thinking.