ABSTRACT
Reflection, an old concept, is relevant to nowadays higher education undergraduates and graduates, architecture and design students among them. While reflection is considered as a powerful learning tool that enables students to use personal resources, the definitions and concepts associated with it are diverse and sometimes even contradictory. This paper briefly reviews the roots of reflection and the leading theories connecting reflection to learning, pedagogy and architecture. The paper also presents insights regarding the verbal and non-verbal expressions of the reflective design process, based on a case study of an architecture course. In conclusion we suggest a new reading of the different dimensions in Schön and Kolb reflection theories, through the lens of our research findings.
