The Use, Effect and Further Development of the Tool of Reflection in Adult Theological Education in Relation to the Formation of Anglican Curates

Abstract

Abstract Reflection is widely used within the humanities as a tool to improve practice. A review of critical literature on reflection, however, suggests that there are too many varying and conflicting definitions and applications to be a truly reliable tool. The validity of such an argument is critiqued in the analysis of the nature of the relationship between the tutor, learner and outcomes in reflection specific to the field of humanities. This suggests that many factors, not least the responsibility of the learner for learning, contribute to and influence actual outcomes. Reflection as a tool is discussed further in relation to Theological Reflection, which due to its concise parameters offers a more improved measured approach to reflection and the professional development of a specific practice. Theological Reflection under constant improvement in tutor, learner and outcomes is demonstrated to be the best method there is at present to improve professional practice in curates using examples from the authors’ own experience.