In his book, “The Reflective Practitioner”, Donald Schön recounts an interesting lesson conducted at MIT as part of a training program for teachers. It’s an interesting case study in communications and teamwork.
The name “Reflective Praxis” owes something to Donald Schön’s fascinating book, “The Reflective Practitioner”, which explores how professionals such as doctors, architects, and engineers go about solving problems through what he calls “reflection-in-action”. That notion of “reflection-in-action”, a synthesis of theory and practice that involves ongoing evaluation of actions and their effects, is sometimes referred to as praxis. Schön argues that professional solve problems by applying praxis in a kind of “reflective conversation with a problem”. Given that praxis includes reflection, the phrase reflective praxis could be considered redundant. Or, it could be considered a kind of “meta-praxis” that involves reflecting on existing praxis and taking actions to improve that praxis. Obviously, I prefer the latter interpretation.
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