Introduction

Abstract

The reflective practice debate has led to a polarising of perceptions about the role and relevance of reflection in professional education. The work enters the debate in questioning the positioning of reflection in learning and implications for the reflective practitioner role. The discourse raises philosophical issues based on subject-object notions of truth evidenced in differing approaches to learning and reflection. Emerging ideas underpin practice-based evidence related to the reflective practice paradigm. A thematic analysis evaluates the scope of practitioners’ engagement in reflective activities. Findings support a reconciled subject-object applied learning approach (reflective rationalism) to embed critically reflective activities for an inclusive reflective practitioner role within a critical framework. This book will be of interest to those involved in teaching, training and learning support.