D.A.ショーンのreflection-in-action概念の再検討

―実践についての認識論に注目して―

抄録

  Donald Schön’s notions of the reflective practitioner and reflection-in-action have been extensively referred to and have been regarded as important concepts for thinking about professional knowledge and expertise that teachers should acquire in today’s teacher education. Nonetheless, there continues to be conceptual confusion surrounding interpretations of reflection-in-action, and tody it is natural that for those engaged in teacher education take “reflection” and being a “reflective teacher” for granted. Given that a vast amount of educational research and practices is based on Schön’s idea of “reflection”, this word may be becoming a “plastic word”, in Uwe Pörksen’s sense, in that the contents of published papers and suggestions may be outside the range of constructive critiques. In this paper, I construe Schön’s original intention concerning reflection-in-action, by examining his epistemology of practice, which is embedded in theories of philosophy of science and linguistic philosophy. I argue that Schön developed his epistemology of practice through morphological and constructive views concerning situatedness, knowing, and thinking processes, so that we get a better understanding about Schön’s original idea of “reflection-in-action”. This paper suggests that the concept of “reflection” in “reflection-in- action” weaves two meanings together, one of which is a practitioner’s spontaneous response and state towards his/her situation, and the other is the practitioner’s action to think about a subsequent action to take within the same situation. And as“reflection-in-action”arises upon knowing-in-action, it is suggested that being reflective necessitates innovation of his/her knowing-in-action. Such understanding will open our eyes to conventional understandings of “reflective teacher” in research and education practice, and help us to move away from uncriticizable interpretations of “reflection”.