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ADULT EDUCATION QUARTERLY Volume 48, Number 3, Spr�ng 1998, 185-198

ON CRITICAL IECTION

SACK ME, ZI'R.OW ABSTRACT This paper presents an analysis and clarification of the major role of critical reflection of as- sumptions (CRA) in adult learning. It examines the differences among types of critical reflection, the role of CRA in the Transformation Theory of adult learning, philosophical foundations of CRA, its development over the lifespan, non-cognitive aspects, its function in both tacit and explicit decision-making, and its role in the validation of beliefs and expressions of feelings through discourse. The paper includes a taxonomy of applications of CRA and discussion of educational implications of this construct.

This article presents a concept analysis of critical reflection and particularly of critical reflection of assumptions (CRA). This concept is central to understanding how adults learn to think for themselves rather than act on the concepts, values, and feelings of others. It is also central to understanding many of the theories and practices common in the professional discourse of adult educators, including criti- cal theory, critical thinking, dialectical blinking, critical literacy, critical pedagogy, the learning organization, action science, psychotherapy, and the Transformation Theory of adult learning (Mezirow, 1991, 1995, 1996). CRA is also central to the work of adult educators (Brookfield, 1987, 1995; Cranton, 1994; Mezirow, 1990; Watkins & Marsick, 1993). The literature of our field, however, has not fully recognized the crucial and generic role of this concept in adult learning. This paper analyzes and clarifies the meaning, significance, development,