Two modes of reflection

Most conceptualizations of reflection and reflective teaching are based on logical and analytical ways of information processing during teaching. There are, however, other ways of interpreting data and making decisions in the classroom, which make use of ‘gestalts’ and seem to be located in the right hemisphere. A broader view on reflection and reflective teaching is proposed which includes the mental “mirroring” of these non-rational processes. Technical, psychological, and philosophical reasons for the underestimation of the latter type of reflection are discussed. Several techniques are described for the promotion of reflection on non-rational processes, such as the use of metaphors, drawing, or painting, making photographs, guided fantasies, and Kelly's repertory grid. It is concluded that an integration of reflection on rational and non-rational processes is important for teachers.