Learning Through Reflective Classroom Practice

Abstract

Reflection is an important yet often-neglected aspect of management performance. This article proposes that management educators take advantage of the contemplative classroom learning process by modeling and teaching reflective practice. A framework for conceptualizing reflective learning is presented. Reflection can result in deeper learning not only about the subject studied but also about the learner. Moreover, critical reflection can challenge embedded assumptions, beliefs, and values. A major focus of the study is sharing specific examples of how and when to add introspective practice throughout a management course. Concerns about the consequences of opening up one's classroom for reflective learning are also discussed.