This chapter examines the influence and importance of theorists who, each in their own individual way, have played a role in developing the concept of reflection. Authors (Jarvis 1987, 1992, Hemmens 1980, Gowdy 1994, Reece-Jones 1995, Burnard 1995b) who have discussed the concept of reflection in general and the work of Donald A. Schôn in particular, have acknowledged the influence of John Dewey, Jiirgen Habermas, Paulo Freiré and Jack Mezirow on the development of reflection. Dewey (1902, 1916, 1933), Freiré (1972, 1973, 1996) and Mezirow (1981, 1990a, 1990b, 1991, 1995) have all played important roles in developing a view of learning as a transformatory process through which individuals are encouraged to critically assess their interpretations of experience (Cranton 1994: 48). Stephen Brookfield (1987, 1990, 1993, 1995; Brookfield and Preskill 1999) has looked at the significance of reflection for the adult learner and has further developed the idea of the transformatory nature of learning. Brookfield (1995) has also examined the specific issues for those who aspire to teach in a way which encourages critically reflective learning in their students.