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Abstract

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. More recently, reflection and reflective practices have been introduced as a means of engaging students to make more sustainable choices. Based on Dewey and Schön’s foundation of reflection 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 show that reflection on sustainability can instigate changes in behavior and attitude. The paper concludes with how reflection can and should be implemented as a solid, formative pedagogical tool at all levels of education to ground sustainability in reality and create authentic change agents for the future workplace.

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