The Role of Reflection in Transformative Learning: Staff and Student Experiences

Abstract

In the humanities, reflection is often a tacit practice, and more explicit strategies for engaging and scaffolding reflection can be used. This chapter draws on data from three studies in the humanities that use innovative pedagogical practices, including concept mapping, critical reading, and co-development to evidence reflection. These studies in Classics, history, English, and other humanities fields integrate activities of staff and students, bringing perspectives together and encouraging them to consider the educational experience from other viewpoints. Engaging in such activities can trigger critical thinking and critical reflection, and such reflective practices can act as a mechanism for transformational learning, which enables a sense of agency, intellectual and emotional growth, and flourishing.