Teaching as goal-less and reflective design: a conversation with Herbert A. Simon and Donald Schön

Abstract

This paper examines Donald Schön’s critique of Herbert Simon’s ‘science of design’ to determine whether later developments in Simon’s thought – particularly, his theories of ‘bounded rationality’ and ‘goal-less designing’ – can contribute to an appreciation of Schön’s notion of reflective practice. The paper then argues, that viewed through the optic of ‘assessment for learning,’ teaching may be conceived as ‘goal-less and reflective design,’ and the practice thereof may lead to more effective teaching.

Keywords:

• curriculum design
• educational strategies
• behavioral objectives
• teaching effectiveness
• staff development

Notes

1. One needs to exercise caution in using the term ‘reflective practice’ and other related terms (reflection and reflective teaching) because despite the common rhetoric, a diversity of meanings exists often resulting in the distortion of meaning (Gilbert, 1994; Osterman & Kottkamp, 2004). This paper will focus on Schön’s original notion of reflective practice.

2. However, Schön rejects Technical Rationality just as vigorously as he does its opposite extreme – ‘epistemological nihilism or relativism’ – which reduces professional knowledge to mere common sense and natural intuition (Schön, 1983).