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• W1522850529 abstract "ABSTRACT While there have been many calls to use reflection in information systems (IS) research, the intent of those who linked the word to inquiry, the pragmatists, seems to be unclear. They suggested that sensory inputs (experiences) are reflected off specific concepts, either intuitively or explicitly. This paper argues that it may help to distinguish two types of reflection, 'intuitive reflection' and 'concept reflection'. The former involves reflection without an explicit and formal process of selecting and considering the concept (idea, stance) that is to be used to reflect on a past sensory experience. Explicit concept reflection involves selecting a specific concept against which to reflect. The reflection literature is revisited using this distinction. Without a clearer understanding of the pragmatic stance on thinking as re-viewing, the useful pluralist and emancipatory implications of using reflection are in danger of being missed. THE PROBLEM STATEMENT Numerous researchers call for reflection (Reynolds 1998; Kember et al 1999; Bjerknes 1992; Mathiassen and Purao 2002) without making clear what is to be reflected against what. Are we to reflect our sensory input against an ideal or are we to reflect against various conceptions of the world? The latter is very much the pragmatic intent when advocating reflection. This specific meaning of reflection is often not made clear, which means the powerful pragmatic inquiry method is not being fully exploited. This paper aims to re-emphasise the pragmatic intent and use this to revisit the reflection literature. It will do this by distinguishing between intuitive reflection and the explicit use of well defined concepts. INTUITIVE AND EXPLICIT CONCEPTS The pragmatist who wrote the most about reflection is Dewey (1910). He specifically argues that thinking starts with the reflection of sensory inputs (experiences) against some concept (ualisation); a comparison. Rigorous thinking starts with the reflection of sensory inputs against explicit concepts, self-consciously selected. Reflective thinking suggests a sequence of: * The need to make a choice, and the selection of one option. * Recollection of experiences related to that option. These experiences are sensory inputs from past events, actions, or advice. * Comparison of those experiences (intuitively or explicitly) against some concept. * Consideration of the consequences of that option as highlighted by the particular concept used. One of Dewey's examples involves choosing whether to take the train, bus or taxi to get to an appointment across town. He thinks of one option, say, the train, and selects the concept of 'timeliness' (arriving on time). He then reflects one against the other to highlight the consequences (logical sequence of events) of the option of taking the train. If that option is problematic he then goes through the sequence again with another option, say taking the bus. Interestingly, Polya, in his famous 'How To Solve It' (1945), suggests the same problem solving method. When stuck on a maths problem, look for concepts used to provide solutions to previous problems to see if any are useful with the new problem. Notice there are at least two important elements of this pragmatic act that need to be mentioned in this paper. The first is having some experience, be it from everyday work or from a controlled experiment. The second is reflecting against a particular concept, intuitively or in an explicit self-conscious manner. Pierce (1878) seems to argue there will be one best concept through which to reflect, but James (1907/1910) opens up the idea that the reflection will be more informative if a comparison were made with a range of concepts rather than just seeking one ideal. Using Dewey's example of thinking about transport to get across town, past experiences might have been reflected upon using concepts like comfort, speed, fun, novelty or environmentally friendly. …" @default.
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• W1522850529 title "Reflection, pragmatism, concepts and intuition" @default.
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