! Let’s break down Kember’s (2000) model of reflective thinking into the four levels he proposed: habitual action, understanding, reflection, and critical reflection. I’ll explain each clearly and in context.
1. Habitual Action
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Definition: Acting automatically without conscious thought.
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Characteristics:
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Routine behaviors, learned through repetition.
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Little awareness of why the action is done.
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Example in education: A teacher marks attendance every day in the same way without thinking about whether it’s the most efficient method.
2. Understanding
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Definition: Awareness and comprehension of why actions are done.
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Characteristics:
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Can explain reasons behind actions.
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Still primarily focuses on following established procedures.
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Example in education: The teacher knows that taking attendance helps track student participation, but the process is still fairly routine.
3. Reflection
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Definition: Thinking carefully about one’s actions and their outcomes.
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Characteristics:
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Examines effectiveness of current practices.
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Considers alternatives and possible improvements.
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Involves connecting theory and practice.
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Example in education: The teacher reflects on whether taking attendance in a particular way actually improves classroom engagement and considers trying a new approach.
4. Critical Reflection
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Definition: Deep evaluation of assumptions, values, and beliefs underlying actions.
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Characteristics:
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Challenges personal and societal assumptions.
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Explores ethical, social, or broader consequences.
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Can lead to transformative changes in thinking and behavior.
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Example in education: The teacher questions whether traditional attendance methods reinforce power hierarchies in the classroom or neglect student autonomy, and designs a more inclusive system.
✅ Summary:
Kember’s model moves from automatic action → understanding → reflection → critical reflection, representing increasing depth of awareness and potential for change.
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