Health Professional Education Field, Health and Rehabilitation Sciences Graduate Program, The University of Western Ontario N6G 1H1, London, ON, Canada.
Nurs Philos. 2010 Jan;11(1):3-14. doi: 10.1111/j.1466-769X.2009.00428.x.
Reflective practice is one of the most popular theories of professional knowledge in the last 20 years and has been widely adopted by nursing, health, and social care professions. The term was coined by Donald Schön in his influential books The Reflective Practitioner, and Educating the Reflective Practitioner, and has garnered the unprecedented attention of theorists and practitioners of professional education and practice. Reflective practice has been integrated into professional preparatory programmes, continuing education programmes, and by the regulatory bodies of a wide range of health and social care professions. Yet, despite its popularity and widespread adoption, a problem frequently raised in the literature concerns the lack of conceptual clarity surrounding the term reflective practice. This paper seeks to respond to this problem by offering an analysis of the epistemology of reflective practice as revealed through a critical examination of philosophical influences within the theory. The aim is to discern philosophical underpinnings of reflective practice in order to advance increasingly coherent interpretations, and to consider the implications for conceptions of professional knowledge in professional life. The paper briefly examines major philosophical underpinnings in reflective practice to explicate central themes that inform the epistemological assumptions of the theory. The study draws on the work of Donald Schön, and on texts from four philosophers: John Dewey, Nelson Goodman, Michael Polanyi, and Gilbert Ryle. Five central epistemological themes in reflective practice are illuminated: (1) a broad critique of technical rationality; (2) professional practice knowledge as artistry; (3) constructivist assumptions in the theory; (4) the significance of tacit knowledge for professional practice knowledge; and (5) overcoming mind body dualism to recognize the knowledge revealed in intelligent action. The paper reveals that the theory of reflective practice is concerned with deep epistemological questions of significance to conceptions of knowledge in health and social care professions.
反思实践是过去 20 年中最受欢迎的专业知识理论之一，已被护理、健康和社会关怀专业广泛采用。该术语由唐纳德·舍恩（Donald Schön）在其颇具影响力的著作《反思实践者》（The Reflective Practitioner）和《培养反思实践者》（Educating the Reflective Practitioner）中提出，并引起了专业教育和实践理论家和实践者前所未有的关注。反思实践已被纳入专业预备课程、继续教育课程以及广泛的健康和社会关怀专业的监管机构。然而，尽管它广受欢迎且被广泛采用，但文献中经常提出的一个问题是，反思实践这个术语缺乏概念上的清晰性。本文旨在通过批判性地审视理论中的哲学影响，来解决这个问题，并分析反思实践的认识论。目的是为了辨别反思实践的哲学基础，以推进越来越连贯的解释，并考虑其对专业生活中专业知识概念的影响。本文简要考察了反思实践的主要哲学基础，以阐明构成该理论认识论假设的核心主题。该研究借鉴了唐纳德·舍恩（Donald Schön）的著作，以及四位哲学家的著作：约翰·杜威（John Dewey）、纳尔逊·古德曼（Nelson Goodman）、迈克尔·波兰尼（Michael Polanyi）和吉尔伯特·赖尔（Gilbert Ryle）。本文阐明了反思实践中的五个核心认识论主题：（1）对技术理性的广泛批判；（2）专业实践知识作为技艺；（3）理论中的建构主义假设；（4）隐性知识对专业实践知识的重要性；（5）克服身心二元论，以认识到智能行动中揭示的知识。本文揭示了反思实践理论关注的是对健康和社会关怀专业知识概念具有重要意义的深刻认识论问题。
