ABSTRACT
The map of learning and the representation of learning has been developed because reflection appears to be intimately related to learning, yet the literature that links reflection and learning is sparse or lacking in detail. The map represents an effort to find a meaningful way of analysing the events of learning in order to locate reflection and speculate more clearly on its nature. A definition of the term that has been developed in the discussion thus far is: ‘a mental process with purpose and/or outcome that is applied to relatively complicated or unstructured ideas for which there is not an obvious solution’.This remains to be tested in the view of learning that has been presented in the previous chapters.
