Name: MC Ramosunya Student number: 224255085
Task 1: Philosophical Approach to Reflection
My reflective practice aligns with the phenomenological approach, which Mortari (2015)
describes as a rigorous metacognitive act for investigating how meaning originates. This
method is less about problem-solving or power analysis and more about slowing down
to carefully observe my own thinking, connecting to Husserl’s call to return to the “things
themselves”—my lived experience as I carry out tasks and research.
I chose this approach because it allows me to achieve what Mortari (2015) describes as
an “awake stance about one’s lived experience.” By practising Husserl’s “inner gaze” or
“mental regard,” I can move beyond what Dewey termed “unreflective experience” (as
cited in Mortari, 2015, p. 4) and uncover hidden assumptions that guide my work. For
example, when reflecting after a task, I often realise that an unnoticed “causal
assumption” (Brookfield, 1995, p. 3) or a strong emotion—which “has a cognitive
substance, which is made of an appraisal” (Oatley, 1992, as cited in Mortari, 2015, p. 6)
—shaped my choices more than I realised. Recognising this enables me to adjust and
make more deliberate decisions in the future.
My capstone journey has revealed that a lack of such introspection caused
inefficiencies, like poorly contextualized early drafts. To improve, I will integrate
phenomenological reflection, pausing regularly to analyze my learning process and
refine my approach for greater efficiency and sharper insights.
Furthermore, I will use Van Manen’s (1991) recollective reflection after each session to
record experiences and identify patterns like distractions. I will also practice mindfulness
by “withdrawing from external things” to reset my focus, ensuring I engage with my work
more consciously, authentically, and productively.
References
Arendt, H. (1978). The life of the mind. Harcourt.
Brookfield, S. (1995). Becoming a critically reflective teacher. Jossey-Bass.
Mortari, L. (2015). Reflectivity in research practice: An overview of different
perspectives. International Journal of Qualitative Methods, 14(5), 1–9.
https://doi.org/10.1177/1609406915618045
Oatley, K. (1992). Best laid schemes: The psychology of emotions. Cambridge
University Press.
Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical
thoughtfulness. SUNY Press.
