Problems of terminology in philosophy. Reflection.

Contents of reflection

The content of reflection is determined by objective-sensory activity: reflection is ultimately an awareness of practice, the objective world of culture (art, science, religion and philosophy itself). In this sense, reflection is a method of philosophy through which the specificity of the mental and spiritual world of man is revealed[2]. It is necessary to understand that it is reflection, along with the use of categorical language, that characterizes the philosophical form of thinking [3]. By and large, all philosophy is a reflection of the mind, representing reflections on such categories as acts and content of feelings, ideas and thoughts, reasoning, both objectified in language and relevant works of culture, and contained in consciousness itself[1].

The principle of reflexivity

The described term as a productive parameter of the reflection process is either a personality property or a characteristic of an entire social community, for example, persons with higher education. The term is also relevant and applicable in other sciences. So, for example, examples in computer science - as the ability of a program to monitor and transform its structure during execution, in economics - the theory of reflexivity, authored by J. Soros, is applicable, or as the concept of relationships in mathematics. Thanks to the works of V. Lefebvre, the term reflection was isolated from philosophy into the interdisciplinary sphere and concepts such as reflexive system and management were introduced, which are at the border of many sciences: sociology, mathematics, psychology, philosophy, ethics.

Thus, in the psychology of work activity and engineering psychology, diagnostics of the level of development of reflexivity of thinking and communication is carried out. This is necessary to determine the level of readiness for work.

A person’s professional development occurs simultaneously with the maturation of his personality. It is personal growth that gives impetus to professional growth through a deeper understanding and through the experience gained.

The principle of reflexivity is to rethink the experience of individual existence. The starting position in the formation of individuals’ beliefs is the reliance on individual experience as a semantic, emotional and experimental basis.

The internal experience of experience is not only consciously realized, since there is necessarily an aspect called “awareness”. Such an understanding, naturally, is not lacking in emotionality, passion, and interest, which play a significant role in achieving awareness. Experience provides a source for reflection.

Based on the experiences gained in a past existence, a person develops his own biased position towards moral principles and norms, and forms an individual field of spiritual meanings. Therefore, reflexivity must be considered in the context of internal comprehension of individual experience.

The principle of reflexivity implies the subject’s turning to the analysis of his own experience, identifying the spiritual meanings of activities, behavioral patterns, and communication.

The described principle in moral education requires that means and organizational forms be methods of self-awareness, and on this basis – both self-realization and self-determination. It implies an attitude towards comprehension and mutual understanding as a necessary and sufficient condition for humanity and the effectiveness of forms, means and methods of education.

For the most part, reflection covers what is happening to the individual, the lesson that he learned from what happened, and how he subsequently uses the knowledge and skills acquired as a result of the experience.

Reflection as a principle of thinking, directing it towards comprehension and awareness of individual forms and prerequisites, contributes to the acquisition of new understanding, assessment and justification of one’s own attitudes. The ability to reflect allows you to achieve adequate self-esteem, predict future life activities, and analyze its results.

Reflection in self-knowledge

Consciousness is cognized with the help of itself, since today there are no tools for its direct research. Although one-time

directing consciousness to another object and to oneself does not seem feasible; retrospective attention to the work of one’s own consciousness is possible.
In addition, a single logical structure of consciousness unfolds in time as a connection between various mental acts, which makes it possible to distribute
the attention of consciousness to an external object and to oneself.
Thanks to all this, the so-called splitting
or
duplication
of consciousness is possible, when consciousness analyzes its own acts, through which it perceives, analyzes and explains this or that phenomenon [4].

Within the framework of many philosophical theories and concepts, reflection is considered as the most essential property of consciousness [5][6][7]. According to this view, only beings capable of being aware of the state of their psyche can be considered conscious. However, this approach is rejected by supporters of the intentional concept of consciousness, who assign the property of consciousness to reflect the role of a marker of the most developed forms of consciousness, and put the property of consciousness to make any object its content in the central place [4][8][9].

Reflexivity

Within the framework of the reflexive-humanistic approach, the mechanism of reflection is understood as the comprehension and rethinking of thinking stereotypes and their heuristic overtones to the extent that it creates new (creative-innovative) content of thinking.

Within the framework of this approach, the main reflexive psychological terms are considered: reflexivity, reflexive ability, reflexive readiness and reflexive competence.

Reflexivity is a characteristic of personality types, value orientations, ways of life, distinctive features of people’s communication and interaction, during which reflection develops.

Reflective ability is the ability of a subject (individual or group) to reflect on various types and areas of their activity, that is, the ability to give a reflective quality to any process (including the process of network therapy) and functional structure.

The readiness to actualize and implement reflexive ability is called reflective readiness, which allows reflexivity to be included in the existing conditions of a person or any other system.

Reflexive competence is a professional characteristic of an individual that allows for the implementation of reflexive processes and the effective and adequate implementation of reflexive abilities. This encourages creativity and ensures maximum process efficiency.

Reflective competence is a complex entity. The subject of reflection can be an individual: knowledge about the role structure and positional organization of collective interaction; ideas about the inner world of another person and the reasons for his actions; own actions, behavior and images of oneself as an individual.

It is important to clarify those perspectives for the interpretation of reflection that allow the psychotherapist to optimize the reflexive competence of pedagogical, parental, children's and other associations in crisis situations.

Reflection and objectified knowledge

Reflection of the mind on the content of knowledge given in language, science and other forms of culture (objectified knowledge) forms new values, critically reflecting on the usual norms of human knowledge and behavior. In this way, the world of culture is mastered[1]. Reflection on the system of objectified knowledge consists, on the one hand, in its dismemberment, formulation of assumptions and idealization, and on the other hand, in clarifying this knowledge itself, rejecting the implicitly accepted premises. As a result of such reflection, a theoretical system is derived that differs relatively (relative to the previous objectified knowledge) by the true reflection of some real dependencies in a certain context, which, however, still presupposes a whole series of assumptions and a certain implicit “prerequisite” knowledge[10].

Notes

↑ 1 2 3 Ogurtsov A.P.
Reflection // New Philosophical Encyclopedia / Pred. scientific-ed. Council V. S. Stepin. - M.: Mysl, 2001. - T. 3. - ISBN 5-244-00961-3
↑
Reflection // Great Soviet Encyclopedia / Ch. editor A. M. Prokhorov. — 3rd edition. - M.: Publishing house "Soviet Encyclopedia", 1975. - T. 22.
↑ Gromyko Yu. V.
Scheme and method in reflection. Philosophy and science. The concept of mental activity // Introduction to the theory of thinking and activity. - M.: Pushkin Institute, 2005.
↑ 1 2 Vinnik D.V.
Reflexive and intentional states of consciousness: specificity and correlation //
Institute of Philosophy and Law SB RAS
Humanities in Siberia. - Novosibirsk, 2003. - No. 1. - P. 11-15. - ISSN0869-8651.
↑ Jaegwon Kim.
Philosophy of Mind. - Colorado: Westview Press, 1998. - P. 165.
↑ Armstrong D. M.
Materialistic theory of consciousness (chapter 17) //
Analytical philosophy: Selected texts
: Sat.. - M.: Moscow State University Publishing House, 1993. - P. 164. - ISBN 5-211-02147-9.
↑ Ivanitsky A. M.
Consciousness: Criteria and possible mechanisms //
Brain and Mind
: Sat.. - M.: Nauka, 1994. - P. 165-166. — ISBN 5-02-008142-6.
↑ Husserl Edmund.
Ideas towards pure phenomenology and phenomenological philosophy = Ideen zu einer reinen Phänomenologie und phänomenologischen Philosophie / Transl. with him. Mikhailova A. V. - M.: House of Intellectual Books, 1999. - T. 1. - P. 98-99, 170, 184, 188, 241. - ISBN 5-288-01804-9
↑ Motroshilova N.V.
Intentionality in “Logical Investigations” by E. Husserl //
Questions of Philosophy
. - 2000. - No. 4. - P. 138. - ISSN0042-8744.
↑ Lektorsky V.A.
Self-awareness and reflection. Explicit and implicit knowledge // Subject, object, cognition / Rep. editor V. N. Sadovsky. - M.: Nauka, 1980. - P. 261.

Categories:

Consciousness
Thinking
Philosophical terms

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Reflection - This term has other meanings, see Reflection (meanings). This article or section needs revision. Please improve the article according to... Wikipedia
REFLECTION - (from Latin reflexio, turning back) the ability of human thinking for critical introspection. There are several types of R. Elementary R. consists of an individual's consideration and analysis of his own knowledge and actions. This type of R. is inherent ... ... Philosophical Encyclopedia
PHILOSOPHY - (from the Greek phileo love, sophia wisdom, philosophia love of wisdom) a special form of social consciousness and knowledge of the world, developing a system of knowledge about the fundamental principles and foundations of human existence, about the most general essential... ... Philosophical Encyclopedia
PHILOSOPHY OF CULTURE - (cultural philosophy) philosophy. discipline focused on philosophy. comprehension of culture as a universal and comprehensive phenomenon. The term “cultural philosophy” was used in the beginning. 19th century representative of the German romanticism by A. Muller.... ... Encyclopedia of Cultural Studies
REFLECTION is a type of philosophical thinking aimed at understanding and justifying one’s own premises, requiring turning consciousness towards oneself. In philosophy, R. is the fundamental basis of both philosophizing proper and a prerequisite... ... History of Philosophy: Encyclopedia
PHILOSOPHY OF CULTURE - philosophy. study of the principles and general patterns of culture. May exist as a specific theory or as an aspect of a broader concept. From F.k. cultural studies should be distinguished as a special humanitarian science that does not require... ... Philosophical Encyclopedia
PHILOSOPHY OF LAW is the science of the most general theoretical and ideological views. problems of jurisprudence and state science. From legal sciences that study specific legal systems are distinguished by the fact that they pose and solve these problems in philosophy. level. F. p.... ...Philosophical Encyclopedia
PHILOSOPHY IN THE USSR AND POST-SOVIET RUSSIA - PHILOSOPHY IN THE USSR AND POST-SOVIET RUSSIA 1. FORMATION OF SOVIET PHILOSOPHY. 1917 con. 20s The Bolshevik victory led to a sharp narrowing of the field of philosophical work. In post-October Russia, old and new philosophical societies closed, ... ... Philosophical Encyclopedia
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Books

Philosophy and methodology of social sciences. Problems of social communication. Textbook for universities, Yaskevich Y.S.. At turning points in history, philosophical and methodological reflection in its various dimensions intensifies: from everyday life to science, from local to global, from national to global... Read more Buy for 1190 UAH (Ukraine only)
Philosophy and methodology of social sciences. Problems of social communication. Textbook for universities, Yaskevich Ya.S.. At turning points in history, philosophical and methodological reflection in its various dimensions intensifies: from everyday life to science, from local to global, from national to... Read more Buy for 920 rubles
Philosophy and methodology of social sciences. Problems of social communication 2nd ed., trans. and additional Textbook for universities, Yadviga Stanislavovna Yaskevich. At turning points in history, philosophical and methodological reflection intensifies in its various dimensions: from everyday life to science, from local to global, from national to... Read more Buy for 559 rubles e-book

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Reflection

(from Latin reflectere “to reflect”) - in philosophy, a form of human mental activity aimed at understanding one’s actions, the entire human culture and its foundations[1].

How to start reflecting?

Relax. This does not have to be in a quiet room with the lights off and candles lit (it is usually difficult to find the time and place for this). Find something that helps you relax - this could be before bed or after going to the gym.
Abstract yourself. Try to think about an event or situation from a detached perspective and recreate everything else—the feelings you had at the time, an analysis of why you felt that way.
Ask yourself questions starting with “what,” “where,” and “why.” This not only contextualizes the situation, but also effectively initiates the assessment process.
Be completely honest. Acknowledge what you may find difficult to admit. Sometimes it is easier to open and accept the truth to your inner self before bringing it out. Then begin to “weigh” the other factors that led to your actions.
Reflect and learn. Reflect on your learning. Throughout the reflection process, the main aspect includes how you feel and the areas you choose to develop. Use these points of reflection when the situation arises again to improve the situation.

This is certainly not the only method of reflection. It can be used for reflection in everyday situations.

Find what suits you. Remember that reflection does not have to happen after a negative or stressful event. Try to think about events that give you positive emotions so that you can continue to experience them in the future.

In the network method, reflection can be expressed in the following forms:

Analysis of knowledge in order to obtain new knowledge, or transformation of unclear knowledge into clear;
Monitoring the process and condition;
Getting out of the routine, the ability to feel and distinguish among the polyphony of opinions and voices;
The act of research directed by a person to a problem and situation and the search for new alternatives to exit.

What is drifting is the boat. But what allows her to drift is the water, not the boat. What moves is the carriage. But what allows her to move is the ox, not the cart. Reflection is the mind. But what makes thinking possible is the will, not the mind.

It is impossible to understand why things are the way they are. Only without knowing why everything is the way it is, you do not strive for what is to come, and do not reach for what has passed.
Chinese proverb

Contents of reflection

Reflection in self-knowledge

Consciousness is cognized with the help of itself, since today there are no tools for its direct research. Although one-time

What is reflective writing?

Reflective writing is evidence of reflective thinking.

In an academic context, reflective thinking and writing can be organized into three stages:

identify the subject of reflection (an event, something that happened, a critical incident at the placement site or the progress of a group project);
look closely at what happened, including your thoughts, feelings and reactions at the time; analyze what happened in depth or from multiple perspectives, often using your subject's theory to explore and understand the event;
think carefully about what you have learned throughout the reflective process and how your understanding has developed, and finally identify key points for further development, both personal and professional.

Reflective writing is more personal than other forms of academic writing, but still needs a formal structure. It is necessary to be able to identify the different stages of reflection (as described above).

This is possible within one short text, such as the one below.

A short example of basic reflective writing:

“Although there was a cooperative atmosphere within the group, no one seemed willing to make decisions about how to distribute tasks. Eventually, I took a step forward and made a list of tasks and people, but I knew this might be seen as an unfair way to proceed.

I knew I was pushing people to take action, but I thought it was important that we get to work on the project as soon as possible. The important question is how groups make joint decisions.”

Smith (2009) comments on the importance of consensus in group decision making and how this promotes “positive interdependence.” However, establishing this level of cooperation in a group can be difficult.

Although we had a successful outcome, we perhaps should have found a way to include everyone in the decision-making process from the beginning. In future group work I will probably suggest this and be aware of how it will help the group dynamics from the beginning.

Structuring reflective writing

Reflective writing in a journal or your own notes can be unstructured and yet very helpful in helping you explore an idea or experience.

However, in formal academic writing, your tutor will expect to see a well-structured piece of work.

Even in a short paragraph like the previous example, you can see three broad steps: description, research and analysis, and result or conclusion:

Description (briefly)

What's happened?
What is being studied?

Study and analysis

What is the most important (interesting)?
Is this event (incident) relevant?
How did you think (react) at that time?
Why?
How can this be explained further, for example through theory?

Summary (conclusion)

What did I learn from this?
What does this mean for my future actions (decisions)?

The above is just one brief example of how a reflective paragraph can be structured. Depending on what you are thinking about, the study of theory can be much more extensive.

It may be helpful to think of the second stage as including:

analysis of your thoughts, feelings and reactions;
identifying a key question that you can then “theorize”—that is, explore a little further—to improve your understanding.

Although there was a cooperative atmosphere within the group, no one seemed willing to make decisions about how to distribute tasks.

Eventually, I took a step forward and made a list of tasks and people, but I knew this might be seen as an unfair way to proceed. I knew I was pushing people to take action, but I thought it was important that we get to work on the project as soon as possible.

The important question is how groups make joint decisions.

Getting Started: Keeping a Record of Your Experience

Take short daily notes while you are on site or throughout the course of a project.
It's important to write something every day to remember what went well, as well as what didn't go so well.
It is important to note that everything went well. Understanding why something went well is important if you want to positively impact the experience in the future.

A useful structure for these notes is a simple 3-step model:

What? Note what happened and when - key details
So what? This is how you felt and understood what happened at the time - this may include your feelings, anything that surprised you, and anything else that seemed important/useful/significant/interesting/mysterious about what happened.

This may also include stating why you felt the way you did.

What's next? You might, for example, decide to ask the exercise leader about something that happened, or test a theory on something you saw in the exercise, or try to do something differently next time.

Notes on reflective writing style

Reflective writing is more personal than general academic writing.

In reflective writing, you can use the first person - "I" and "We" - to describe your feelings and thoughts and what influenced them. At the same time, reflection should be calm and thoughtful in tone.

You consider the feelings after this event and should not be “powered” by them, no matter how strong the emotions were at the time.

Do not write:

“I didn’t like the way she spoke in the group. She was too bossy and it upset people."

It sounds like you're still irritated and you're not trying to explore why you felt that way. You are also making a judgment - "she was too bossy" - and an assumption - "it upset people" - without providing evidence for either.

The word “bossy” here is too emotional and violates any objectivity.

More correct:

“The way she spoke to the group irritated me because I think what irritated me was the way she seemed to tell us what to do. Looking back, I realize that I didn't have any clear ideas myself at the time, and her confidence made me feel less confident in my own abilities.

This makes it clear that although you were irritated at the time, you can “step back” and explore your feelings with honesty and detachment. You also differentiate between how you saw things then and how you see them now. The tone is calm and objective.

Useful phrases for reflective writing:

I think…
I felt...
I was aware...
I understand…
I felt awkward...
Looking back, I now think...
At the time I thought...looking back, I see that

Keep in mind that using these words and phrases will not necessarily make you more reflective.

Reflection and objectified knowledge

Self-reflection and self-awareness

Modern therapeutic practice views reflection as a necessary basis for personal growth, responsible choices, peace of mind and psychosomatic health.

In the reflexive layer of consciousness, meanings are comprehended, meanings become objective, actions are correlated with motives, and processes with personal specificity occur.

In this case, self-reflection is when the individual himself, his needs, motives and meanings become the subject of reflection. Self-reflection is closely related to self-awareness.

The famous Russian psychologist L. S. Vygotsky considered self-reflection as one of the leading factors in personality development and pointed out “the deep difference between the unreflective, naive personality structure, on the one hand, and the reflective personality structure, on the other. Reflection can have a restructuring effect on the personality (self-tuning).”

In this context, reflection is not only self-understanding and self-knowledge, but also processes such as understanding and relating to others.

Reflection helps to achieve a correlation between one’s own consciousness, values and opinions with the values, opinions and attitudes of other people, groups, society and, finally, all of humanity.

To think about something means to “endure”, “to sift through your inner world”, to “rethink”. In the online process, reflecting means giving non-judgmental, empathic feedback to what was heard, seen and deeply felt in the session.

We see reality not as it is, but as we can see it, being who we are and using the means of vision at our disposal.

However, we often lack understanding of our own point of view and the limitations of our own vision, and we may be convinced that our vision of the world is the only correct and possible one.

One person cannot build a complete picture of the world, and one person cannot explain it. We perceive the world unambiguously, and problems arise when we begin to argue about whose perception is correct.

Often the problem is that a person, for certain reasons, does not accept the suggestions of someone else as options for solving the problem.

Such reasons may be economic, political, cultural, religious, theoretical, practical and/or related to differences in ethnicity or culture.

Accordingly, for a scientist there is a huge number of “truths”, sometimes mutually exclusive.

The world of reflection is diverse, abundant and unique for each person. In particular, the ability to reflect gives a person the opportunity to form images and meanings of life and actions and to block what he considers to be ineffective “schemes”.

An important characteristic of reflective individuals is their ability to manage their own activities in accordance with their personal values and meanings, to form and switch to new mechanisms for changing circumstances, goals and objectives or activities.

Reflection provides understanding of the past and the ability to anticipate the future.

We constantly reflect on everyday problems and situations: what went well and what did not? Why? How do I feel about this?

Reflection is a means of processing thoughts and feelings about an incident or difficult day, and it gives us the opportunity to come to terms with our thoughts and feelings about it.

Reflection can be especially helpful when dealing with a difficult or challenging situation. This type of rumination can occur when we have time to step back from something or say, “On reflection, I think you may be right,” or, “on reflection, I realize that I was upset because... "

This type of more focused thinking can lead to a new way of responding or approaching a situation next time.

When you think and write reflectively as part of your academic research, you are expected to record your reflective process and to identify and evaluate what you have learned.

Whatever you are thinking about, the following points are important:

Reflection is the study and explanation of events, and not just their description.
Reflection often involves identifying concerns, mistakes, and weaknesses, as well as strengths and successes.
Usually you need to select only the most significant parts of the event or idea you are thinking about. Don't try to tell the whole story, otherwise you'll end up describing rather than thinking.
It's often helpful to reflect on the future—where you can do something differently as a result of thinking—and also to reflect on the past.

Notes

↑ 123
Reflection // New Philosophical Encyclopedia / Pred. scientific-ed. Council V. S. Stepin. - M.: Mysl, 2001. - T. 3. - ISBN 5-244-00961-3.
↑Reflection // Belt - Safi. - M.: Soviet Encyclopedia, 1975. - (Great Soviet Encyclopedia: [in 30 volumes] / chief editor A. M. Prokhorov; 1969-1978, vol. 22).
↑ Gromyko Yu. V.
Scheme and method in reflection. Philosophy and science. The concept of mental activity // Introduction to the theory of thinking and activity. - M.: Pushkin Institute, 2005.
↑ 1 2 Vinnik D.V.
Reflexive and intentional states of consciousness: specificity and correlation //
Institute of Philosophy and Law SB RAS
Humanities in Siberia. - Novosibirsk, 2003. - No. 1. - P. 11-15. - ISSN0869-8651. Archived from the original on August 8, 2011.
↑ Jaegwon Kim.
Philosophy of Mind. - Colorado: Westview Press, 1998. - P. 165.
↑ Armstrong D. M.
Materialistic theory of consciousness (chapter 17) // Analytical philosophy: Selected texts: Sat.. - M.: Moscow State University Publishing House, 1993. - P. 164. - ISBN 5-211-02147-9.
↑ Ivanitsky A. M.
Consciousness: Criteria and possible mechanisms // Brain and Mind: Sat.. - M.: Nauka, 1994. - P. 165-166. — ISBN 5-02-008142-6.
↑ Husserl Edmund.
Ideas towards pure phenomenology and phenomenological philosophy = Ideen zu einer reinen Phänomenologie und phänomenologischen Philosophie / Transl. with him. Mikhailova A.V. - M.: House of Intellectual Books, 1999. - T. 1. - P. 98-99, 170, 184, 188, 241. - ISBN 5-288-01804-9.
↑ Motroshilova N.V.
Intentionality in “Logical Investigations” by E. Husserl // Questions of Philosophy. - 2000. - No. 4. - P. 138. - ISSN0042-8744.
↑ Lektorsky V.A.
Self-awareness and reflection. Explicit and implicit knowledge // Subject, object, cognition / Rep. editor V. N. Sadovsky. - M.: Nauka, 1980. - P. 261.

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