On pupil’s reflection in class
Barbara Horvat

Summary:   This article analyzes the problem of pupil’s reflection in class. Reflection is defined here according to Kolb’s experiential learning theory, which says that pupil’s truth in class in the sense of knowledge is truth if it is logical and not necessarily objectively provable, while reflection is spontaneous provided that the principles of experiential learning are taken into account. Based on the traditional scientific paradigm, as opposed to the post-modern understanding of truth, the article explains through Hegel’s concept of reflection how to understand pupil’s reflection in class in general, and then points out that according to the experiential learning theories pupil’s reflection is not attainable and is not a logical result of activities in the classroom. If we want to introduce pupil’s reflection in class, we must ask about it through the Socratic dialogue to obtain information of the pupil’s thinking about the problem. Therefore, we have to make the pupil articulate his thinking about the problem given by the teacher. Thus, reflection development in class means that we teach by checking the pupil’s thinking and leading him toward the solution of problems and knowledge.

Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.