A theory about reflective learning cites it as an intentional and complex process that recognizes the role of social context and experience.
[1] The goals of the process are the clarification and the creation of meaning in terms of self, which then lead to a changed conceptual perspective.
[2] Reflective learning is a development of the concept of experiential learning as propounded by John Dewey, who wrote Experience and Education in 1938.
Later theorists include David Kolb, David Boud ("reflection in learning"),[3] and Donald Schön.
[4][5] In a professional context, this is known as reflective practice, wherein the use of the reflective process allows a practitioner to understand their experiences differently and take action accordingly.