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Reflective Inquiry: Foundational Issues – “A Deepening of Conscious Life”

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Handbook of Reflection and Reflective Inquiry

Abstract

This chapter looks at four aspects of reflective inquiry, each of which could claim to be a foundational principle of learning for becoming a reflective inquirer. These are: having an understanding of epistemological thinking and of oneself as a knower; engaging in inquiry, especially into one’s own teaching, practice and learning; adapting what John Dewey called necessary attitudes for being a reflective inquirer, that is, openness to new ideas and perspectives; steadfastness and responsibleness for what one has learned and its consequences for action; and, exploring an inquiry stance, an ability to question critical political, social and cultural contexts of learning. This chapter introduces the four aspects to indicate how they are or could be at play as principles of learning in becoming a reflective inquirer: The goal – the one John Dewey advocates for all of life’s interactions – is the widening and deepening of conscious life. I consider reflective inquiry involves a serious and systematic act of investigation into some puzzling aspect of teaching, practice or learning of any human situation. With Paulo Freire, I believe teaching is always an act of inquiry and of investigation.

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Authors and Affiliations

  1. Department of Education, University College Cork, Donovan’s Road, Cork, Ireland

    Nona Lyons

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  1. Nona Lyons
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Correspondence to Nona Lyons .

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  1. Dept. Education, University College Cork, Donovan's Road, Cork, Ireland

    Nona Lyons

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Lyons, N. (2010). Reflective Inquiry: Foundational Issues – “A Deepening of Conscious Life”. In: Lyons, N. (eds) Handbook of Reflection and Reflective Inquiry. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-85744-2_2

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