Table 1

Types of Assumptions and Illustrations of Corresponding Reflections (Case, Backes, Babu, White, & Jennings, 2012)
Type of Assumption
Example
Reflection that Maintains the Assumption
Narrative: assumptions
regarding the self
Systemic: assumptions
regarding the
Cultural and social
systems in which one
lives and learns

Organizational:
assumptions regarding
the workplace

Moral-Ethical:
assumptions regarding
ethical decision making

Therapeutic:
assumptions regarding
feelings and
dispositions

In order to be successful, I must make

everyone else happy. (Taken from a
personal journal entry)
Covering academic content is more
important that embracing tradition and
encouraging students to understand and
take pride in their culture. (Taken from
journal entries written while teaching
abroad in Ecuador)
Graduate students are expected to
balance research and teaching practice;
this helps prepare them for jobs in
academia. (Taken from journal entries
discussing my doctoral studies at the
University of Georgia)
Students living in poverty need more
things in order to feel appreciated and
encouraged. (Taken from journal entries
written while serving on a mission trip
in Haiti)

One of my kindergarten students is

always angry and misbehaving. He must
feel unloved at home, because he is
obviously trying to get attention. (Taken
from journal entries written while
working with kindergarten students
through the the FYO course)

I have a lot of decisions to make about my future

research goals, so Ill ask as many people for advice
as possible. If I follow everyones advice, I ensure
that they will support me if things dont work out.
I was shocked when the teacher left early and I was
in charge of all thirty students in the one-room
school. However, even though the teacher was
preparing for the cultural celebration that weekend, I
was thankful I was there to keep teaching the
students and ensure they learned the material for the
upcoming test.
I know that Im stressed trying to balance my
classwork and teaching, but this is what life will
look like when I get a real job. Im going to
improve my time management skills so I can better
prepare for my future.
I was so upset our supervisor wouldnt let us give
the students a prize for their positive behavior. So
many of these students live in poverty, and I wanted
to give them a tangible reward.

I have a wonderful opportunity to make a positive

impact in this boys life. I can support him and love
him unconditionally, helping him realize that he
doesnt need to act rashly to earn my attention.

Critical Reflection which Questions the Assumption

I cant possibly make everyone happy. If I try to do so, I
lose myself along the way. Maybe the best way to help
others is to help myself first.
As an American, it's easy to come into a place like this
full of passion and eager to help. But what will
indigenous children do with geometry? And who am I to
tell these children what to learn? It's all about preserving
culture there...learning traditional dances is much more
important than measuring angles. It's a very eye-opening
experience.
There is a definite imbalance between my research and
teaching. However, I have a greater passion for
teaching, and I want to pursue this further. Maybe I
dont have to take the traditional route for my future.
This imbalance could actually work in my advantage,
because it illustrates my dedication to the students.
Maybe I dont actually know what these children need to
feel appreciated. I may think that giving them prizes
makes them feel loved, but really they just want me to
hug them and spend time with them. Helping those in
need doesnt mean solving their problems in the way I
would want them to be solved. In fact, many of these
students dont see their lack of material possessions as a
problem at all.
The little boys anger may seem like a cry for attention,
but how do I know this for sure? Maybe it isnt
unconditional love that he needs. I cant assume that I
know why he misbehaves. I should talk to him and get a
better sense of the factors underlying his anger. Just
because I become angry and confused when I feel
unloved doesnt mean that everyone else reacts in the
same manner.

Case, J., Backes, E., Babu, S., White, A., & Jennings, E. (2012). APedagogicalstrategytofacilitateinterdisciplinaryreflectivethinkingandpracticeinrehabilitationcounseling
students.RehabilitationResearch,Policy,andEducation,21(23),271282.