The Use of Critical Reflection to Facilitate Optimal Best: A Theoretical Positioning for Consideration

Abstract

Education entails more than just the ability for individuals to obtain good academic grades. This positioning of academic achievement is indicative of a performance-based approach to the study of teaching and learning. Effective learning, in this analysis, also involves other educational initiatives and attributes, such as engagement of deep, meaningful learning. (Biggs, Kember and Leung, 2001; Lau, Liem and Nie, 2008), and the use of critical reflection (Leung and Kember, 2003; Phan, 2009a). More recently, our research has involved the concept of 'optimal best', which indicates an indiviual's state of motivation and achievement that is reflective his/her fullest capacity. Optimal best, we contend, is of significance for its emphasis on a positive, non-deficit model of human behaviour. 'Realistic best', in contrast, is detrimental and indicates an individual's actual functioning at the present time (Phan, In press-2016; Phan, Ngu and Williams, In press-2016).