The Reflective Practitioner: How Professionals Think in ActionA leading M.I.T. social scientist and consultant examines five professions - engineering, architecture, management, psychotherapy, and town planning - to show how professionals really go about solving problems. The best professionals, Donald Schön maintains, know more than they can put into words. To meet the challenges of their work, they rely less on formulas learned in graduate school than on the kind of improvisation learned in practice. This unarticulated, largely unexamined process is the subject of Schön's provocatively original book, an effort to show precisely how 'reflection-in-action' works and how this vital creativity might be fostered in future professionals. |
From inside the book
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... construct and test models of knowing. Indeed, practitioners themselves often reveal a capacity for reflection on their intuitive knowing in the midst of action and sometimes use this capacity to cope with the unique, uncertain, and ...
... construct and test models of knowing. Indeed, practitioners themselves often reveal a capacity for reflection on their intuitive knowing in the midst of action and sometimes use this capacity to cope with the unique, uncertain, and ...
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... constructing buildings, helping those who for one reason or another are unable to fend for themselves. Our principal formal institutions—schools, hospitals, government agencies, courts of law, armies—are arenas for the exercise of ...
... constructing buildings, helping those who for one reason or another are unable to fend for themselves. Our principal formal institutions—schools, hospitals, government agencies, courts of law, armies—are arenas for the exercise of ...
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... constructs created to explain observed phenomena, and science became for them a hypothetico-deductive system. In order to account for his observations, the scientist constructed hypotheses, abstract models of an unseen world which could ...
... constructs created to explain observed phenomena, and science became for them a hypothetico-deductive system. In order to account for his observations, the scientist constructed hypotheses, abstract models of an unseen world which could ...
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... constructed from the materials of problematic situations which are puzzling, troubling, and uncertain. In order to convert a problematic situation to a problem, a practitioner must do a certain kind of work. He must make sense of an ...
... constructed from the materials of problematic situations which are puzzling, troubling, and uncertain. In order to convert a problematic situation to a problem, a practitioner must do a certain kind of work. He must make sense of an ...
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... constructed, it may escape the categories of applied science because it presents itself as unique or unstable. In order to solve a problem by the application of existing theory or technique, a practitioner must be able to map those ...
... constructed, it may escape the categories of applied science because it presents itself as unique or unstable. In order to solve a problem by the application of existing theory or technique, a practitioner must be able to map those ...
Contents
inAction | |
The Patient as a Universe | |
The Structure of ReflectioninAction | |
Reflective Practice in the ScienceBased | |
Limits to Reflectionin | |
Action | |
ReflectioninAction | |
Patterns and Limits of ReflectioninAction | |
Other editions - View all
The Reflective Practitioner: How Professionals Think In Action Donald A. Schon,A Schon Limited preview - 2008 |
The Reflective Practitioner: How Professionals Think In Action Donald A. Schon No preview available - 2008 |
The Reflective Practitioner: How Professionals Think in Action Donald A. Sch No preview available - 2017 |
Common terms and phrases
able action applied become begin behavior building called client competence consequences consider construct context conversation create critics depends describe dilemmas discover drawing effects ends engineering established example experiment expertise feel field follows frame function geometry give hypothesis idea important individual inquiry institutional interest interpretation keep kind knowledge leads learning limits look means methods moves objective observed organization organizational particular patient performance phenomena planner planning practice practitioner present problem professional question Quist Rationality reflection-in-action reflective relation relationship response rigor role schools scientific sense shape similar situation slope social society solve sometimes strategies Supervisor teachers technical techniques tend theory things thought tried understanding unique University values