Visiting good company: Arendt and the development of the reflective practitioner

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Abstract

The importance of the concept of reflective practice within the teaching profession has been stressed heavily in recent decades. How it is enacted and how beginning teachers, in particular, have been encouraged to exercise it remains somewhat unclear, with the risk that it becomes a cursory, ill-informed exercise in self-affirmation rather than a central pillar of professional life. In this paper, Hannah Arendt's thinking on judgement, drawn from her studies of Kant, and particularly her concept of ‘enlarged thought’, are used to suggest a stronger basis for the nature of reflective practice and for the validity of the professional judgement involved. The paper concludes with some suggestions as to what could be involved in making fruitful use of Arendt's concept of judgement in the development of beginning teachers as reflective practitioners.
Original languageEnglish
Pages (from-to)148-159
Number of pages12
JournalJournal of Educational Administration and History
Volume48
Issue number2
Early online date12 Feb 2016
DOIs
Publication statusPublished - 2 Apr 2016

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