Reflection has been effectively used in higher education to encourage students to seek beyond the descriptive and simple response to critical, deep thinking and, effectively, make better choices. Y et, over time, reflection has been categorized as elitist, asocial, disruptive, and unreal. Based on Dewey and Sch6n's foundation ofreflection as linked to specific actions which apprentices or workers undertake in their daily tasks, i.e. reflection-in-action and reflection-on-action, this paper attempts to dispel common misconceptions related to reflection to show that reflection can and should be encouraged in all higher education regardless of the discipline or type of study. An initial attempt at a Reflection Radar based on reflection that is democratic, collective, constructive, and authentic has been provided to help educational institutions at all levels to visualize the effectiveness and depth of reflection within their existing programs. The paper concludes with how reflection can and should be implemented as a solid, formative pedagogical tool at all levels of education, including vocational apprenticeships aimed at preparing hospitality apprenticeships for the industry.