Adrian Ratkic

Reflection is today a watchword in many learning contexts. Experience is said to be transformed to knowledge when we reflect on it, university students are expected to acquire the ability to reflect critically, and we want practitioners to be reflective practitioners in order to improve their professional practice. If we consider what people mean when they talk about reflection in practice, we will discover that they often mean different things. Moreover, their conceptions of reflection are guided by images rather than by definitions. This paper explores six distinct images of reflection and discusses the consequences of adopting one or more of these images in learning situations: (1) dedoublement, (2) analogical thinking, (3) mirror, (4) experiment, (5) puzzle solving, (6) criss-crossing a landscape. Reflective thinking can be improved if we are sensible of what we are reflecting about and according to which image of reflection we are doing it, since the step between using an image and seeing this image as a model is short. Using models, in turn, implies knowing their limits

A case study of growers conception of irrigation strategies indicates that pot plant growers in Scandinavia base their management approaches on experientially based art. The study also indicates that there is a gap between experientially based art and available greenhouse technology. In order to standardize production and produce quality, both the grower’s experience and available technology should be taken into account. In order to achieve this, the present study proposes to arrange reflection on reflection in action with a group of growers by means of the dialogue seminar method. The concept of reflection on reflection in action is novel to horticultural practice. Therefore, we suggest future inter- and multidisciplinary research within this domain

This paper describes and discusses a new postgraduate course based on the dialogue-seminar method. The course and the method have been developed within the research area of skill and technology, based at the Royal Institute of Technology in Stockholm. The main features of the course were dialogue and reflection on practice of research inspired by reading of the source texts from the history of science and philosophy written by: Descartes, Leibniz, Diderot, D’Alembert, Gadamer, Galileo and Darwin. The concept of liberal education was of importance in the design of the course. Doctoral students were all adults interested in applying of research in order to improve practices at their own work places