Question

One of the hallmarks of adult learning is a critical self-reflection and transformational process that occurs. Drawing on rich life experiences, reflection allows you to take a moment and consider what you already know, think, or feel about something. Often times, the process of reflection will reveal changes or adjustments you may need to to your beliefs and assumptions, and transformation will occur.

In this discussion, consider the reflective process from a biblical perspective. How often in scripture are we told to examine ourselves, explore our hearts, and make changes in our lives if we need to? The reflective process is more than simply thinking about past experiences. It involves exploring experiences in your life, finding connections and meaning in those experiences, and then applying what you have learned in your life. Note that reflective writing is still academic in nature. You need to integrate sources and support the points that you make. Why do you believe what you do? In this case, your personal experience also becomes support you can use in your reflective process.

This discussion is asking you to reflect on the process of reflection. Do you make it a regular habit

Answer 1

Reflection has turned into a maxim in the scholastic and expert writing, and due to this reflection, assignments are presently frequently given to pre-benefit understudies in proficient degree programs as a way to evaluate and enhance their execution. This has bowed out to be such a typical practice, to the point that it has made trouble for understudies getting ready for specific callings, for example, religious initiative since it accept that they know how to reflect. Consequently, a few teachers are starting to question to what degree reflection really enables understudies to comprehend proficient practice.

All the more particularly, in a pre-benefit setting, some philosophical teachers are starting to question that understudies can really build up the aptitudes of reflection that will permit them to comprehend their pre-benefit peaceful encounters and the practices that would support them as they change into peaceful authority truth be told, this focuses out that one's capacity to utilize learning in real life relies upon significant involvement in the calling and additionally on one's capacity to translate circumstances by adequately reviewing appropriate information a capacity that originates as a stuff of detail. On perceiving the issue of reflection for those taking in a calling. Appearance in real life relies upon one's capacity to perceive and decipher an issue of training. Be that as it may, one can perceive issues of training simply in the stir of having honed for quite a while. And still, after all that, usually troublesome for experts to realize what to do and to feel sure that what they pick is the proper activity.

I ought to characterize at the beginning what I mean by reflection. The period has been characterized in a varied variety of ways, yet I will utilize Ryan's twofold definition: understanding knowledge in connection to self, others, and relevant conditions; and reimaging and additionally arranging future experience for individual and social advantage.

For understudies, a hypothetical comprehension of reflection does not effortlessly convert into training. Notwithstanding this trouble, the writing focuses to routes for educators to show appearance in the classroom from a specialized normal epistemology. Be that as it may, little is said in regards to the result of reflection from the opinion of sight of learning. We should to in this way approach what reflection improves the situation understudies, how understudies really comprehend appearance in a schoolroom location, and how this understanding outcomes in more profound self-information and better learning. Since reflection is a misty term, understudies may wind up baffled when the instructor can't eloquent precisely what it implies from an educating and learning point of view. In my own particular experience, I have discovered that notwithstanding when I endeavor to give principles or rules to undergrad philosophy understudies in light of watched encounters, it never entirely works for them.

For instance, my understudies don't do well in assignments that get some information about their practicums. A few understudies have a local capacity to compose brilliantly, yet most, regardless of my best endeavors to express my desires, still compose a well ordered clarification of what they prepared. I have attempted ordinarily to refine my guidelines by making composing cases and layouts, however nothing appears to empower the individuals who are less skilled at journaling to compose at a more profound level.