On reflexivity in education: alternatives and their pedagogical consequences

<ns3:p>Reflectivity constitutes the foundation of education, being an essential element of intellectual development. The article presents four perspectives on reflectivity: pragmatic, critical, hermeneutic, and phenomenological. The pragmatic perspective, based on the ideas of Dewey and Schön, portrays reflectivity as a tool for transforming experience into knowledge and as a way of solving practical problems in education. The critical perspective, inspired by Critical Theory of the Frankfurt School and the works of Foucault and Habermas, views reflectivity as a process of exposing hidden structures of power and ideology, leading to individual emancipation. The hermeneutic perspective, rooted in interpretive traditions (Dilthey, Gadamer, van Manen), emphasizes understanding the world through language, meanings, and cultural contexts. Reflectivity here serves to interpret experience and strengthen the teacher’s self-awareness. The phenomenological perspective, grounded in the philosophy of Husserl and Arendt, focuses on introspection and the faithful description of individual experiences. Reflectivity is understood as a metacognitive act—deepening awareness of one’s own mental processes.Each of these perspectives is presented in a pedagogical context with numerous references to education. Reflectivity is a multidimensional and ambiguous process that—despite its limitations—plays a crucial role in shaping the professional identity of teachers. Reflection not only supports professional development but also enables critical and ethical engagement in education and responsiveness to contemporary social challenges.</ns3:p>