Roger Schank (1991) points out the importance of stories in learning, that recalling and creating stories are part of learning. In fact, stories engage all parts of the brain; Zull points out that learning is deepest when it engages the most parts of the brain. Jennifer Moon, the most recent researcher on reflective practice, provides the following definition:
According to Fook-Askeland (2007) process of reflection helps us to develop our understanding more deeply and to make our intuitive knowledge shareable with others. It provides the opportunity to step back and take a look at what our work means to us and our communities. We reflect on our work, so that we can recognize our own intuitive understandings, develop them further, and explore new directions?
“Every once in a while, encourage yourself and others to take a moment to reflect and make explicit what you have discovered in your work. Share this with others. Ask questions to understand experiences that you may have overlooked in your day-to-day work. By reflecting we can grow and develop our understanding more deeply, so that our work continues to improve the next time we roll through the design process (Fook-Askeland, pp. 8., 2007)”.
Fook, J. & Askeland. G. A. (2007). Challenges of Critical Reflection ‘Nothing Ventured, Nothing Gained’. Social Work Education. Routledge
Moon, J. (1999) Reflection in Learning and Professional Development. London: Kogan Page.
Schank, R. (1991) Tell Me a Story: A New Look at Real and Artificial Memory. Atheneum