Unalignment
Reflecting on unscripted reflection in higher education
Bibliographic Data
| ID | 4481644 |
|---|---|
| Authors | Adrian Jones (0000-0002-0876-5687, La Trobe University, corresponding author) |
| Year | 2025 |
| Publication date | 2025-09-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Thesis Eleven (JOURNAL) |
| Journal identifiers | ISSN: 0725-5136 • E-ISSN: 1461-7455 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/07255136251357312 |
| OpenAlex | W4414535720 |
| Language | EN |
| References cited | 38 |
This article reflects on the meaning of 'reflection', and on enablers of 'reflection', in higher education. Irrespective of what university managers might want us to think, the key point is that student reflection cannot simply be seen as an intended learning outcome (ILO) of teaching. The author contends that reflection is better seen as the occasioning of a questing self-consciousness in students. The 'self' in the questing is key. Reflection in higher education is no mere outcome of teaching
Higher Education and Employability · Higher Education Practises and Engagement · Reflective Practices in Education
Teaching the Discipline of History in an Age of Standards
Communities of Practice
What the Student Does
The reflective practitioner
Heidegger’s perfectionist philosophy of educationin Being and Time
Transforming knowledge
Teaching History in the Digital Age
The role of pathogenic beliefs in psychic reality
A (theory and pedagogy) essay on the (history) essay
Civic engagement and the arts and humanities
A history of the history essay
New theories of mind and their implications for researching histories
Teaching History at University through Communities of Inquiry
Engaging student teachers in meaningful reflective practice
Developing student autonomy in learning
The Evil of Banality
Uncoverage
In Search of Subjectivity. One's Own
Embodied Learning
Learning Professional Ways of Being
Philosophical and Socio‐Cognitive Foundations for Teaching in Higher Education through Collaborative Approaches to Student Learning
Knowing Bodies, Moving Minds
Archaeology and the politics of pedagogy
Knowing and becoming in the higher education curriculum
Promoting reflection in professional courses
Situated Learning
The Narrative Construction of Reality
An ontological turn for higher education
| Citation velocity | historical |
|---|---|
| Highly cited | No |