Visiting good company

Arendt and the development of the reflective practitioner

Dados Bibliográficos

ID10106151
AutoresDonald Gillies (0000-0002-9219-8899, University of the West of Scotland, autor correspondente)
Ano2016
Volume48
Fascículo2
Páginas148-159
Data de publicação2016-02-12
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Educational Administration & History (JOURNAL)
Identificadores do periódicoISSN: 0022-0620 • E-ISSN: 1478-7431
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00220620.2016.1144576
OpenAlexW2324469725
IdiomaEN
Citações recebidas7
Referências citadas20

The importance of the concept of reflective practice within the teaching profession has been stressed heavily in recent decades. How it is enacted and how beginning teachers, in particular, have been encouraged to exercise it remains somewhat unclear, with the risk that it becomes a cursory, ill-informed exercise in self-affirmation rather than a central pillar of professional life. In this paper, Hannah Arendt's thinking on judgement, drawn from her studies of Kant, and particularly her concept of ‘enlarged thought’, are used to suggest a stronger basis for the nature of reflective practice and for the validity of the professional judgement involved. The paper concludes with some suggestions as to what could be involved in making fruitful use of Arendt's concept of judgement in the development of beginning teachers as reflective practitioners

Engineering ethics · Epistemology · Judgement · Pedagogy · Pillar · Professional development · Reflective Practice · Reflective thinking · Sociology · Hannah Arendt's Political Philosophy · Philosophy · Psychology · Reflective Practices in Education · Russian Literature and Bakhtin Studies