USING REFLECTIVE PRACTICE FOR A MORE HUMANE HIGHER EDUCATION

Abstract

The rationale behind this article was to explore the importance for academics to reflect constantly and consistently on what they teach; why they teach what they teach; how they teach and assess, keeping in mind who they teach (calibre of their students); and the circumstances under which they teach. The authors posed the question: How is reflective practice used in fostering or creating a humane higher education? Using a desktop approach, the article delves into classroom practices, challenges and the influence of what happens ‘beyond the classroom’ on both the lecturer and students’ performance. The article is fundamentally a reflection of what the authors witness themselves in their daily encounters, to a large extent, with lecturers sharing their challenges, and to a lesser extent, with students seeking development and support in their endeavours to succeed in their studies. Reflective practice is offered as a plausible approach that can be used systematically to gain a deeper understanding of the teaching and learning process in a higher education context.