ABSTRACT
As renowned sociologist Mezirow (1997) suggests, “A defining condition of being human is that we have the ability to understand the meaning of our experience” (p. 5). A primary way we gain such understanding is through active reflection upon those experiences. Metacognitive reflection is the practice of drawing from both cognitive and affective information and acting intentionally on the information through the processes of synthesis and evaluation. Dewey (1933), a famous educator who advocated for experiential learning, describes reflection as follows: “active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends [that] includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality” (p. 118).
