ABSTRACT
Reflection, however, provides an opportunity for such crucial examination and by some scholars is defined as the sine qua non of learning as expressed in the chapter-opening quote by Fosnot and Perry. This chapter begins with a brief foray into the theory behind reflection, before homing in on its application in the education abroad setting. It lists general principles of reflection, and use specific examples to illustrate their application. The chapter provides guidance at discriminating between deep versus superficial reflection and illustrate concrete options for practice. Additionally, various brain capacities may be involved in reflection. Reflecting on their education abroad allows students to become active construers of their experiences. Reflection has a solid, well-established theoretical base, and is advanced in practice by two well-known, though underused, theories of learning. Two popular theories of learning place reflection at a key juncture in the learning process: experiential learning theory and transformative learning theory.
