Reflection is an action in which we step back and take another look. It is not a new concept in the health sciences. Contemporary conceptions of reflective practice are underpinned by the classic works of John Dewey, Carl Rogers and Donald Schön. Nowadays, reflection is considered one of the core components of healthcare education and is evident in the governing codes and guidelines underpinning professional practice in many health disciplines in Australasia. References to reflection appear in the health disciplines’ code of professional practice or code of conduct. Effective and purposeful reflection is seen to be a core component of proficiency and continuing professional development. Despite this, students, practitioners and healthcare leaders often find reflection – and critical reflective practice – challenging.

Over the past hundred years or so, physicists have developed a foolproof and powerful tool that allows us to understand everything and anything in the universe. You take the object that you’re interested in and you throw something at it. Ideally, you throw something at it really hard. This technique was developed around the turn of the 20th century and has since allowed us to understand everything from the structure of atoms, to the structure of materials, to the structure of DNA. In short, throwing stuff at other stuff is the single most important experi- mental method available to science. Because of this, it is given a respectable sounding name. We call it scattering.

This chapter delves into the principles of planning, connecting with Chapter 7 to explore essential considerations for effective teaching and learning. It focuses on the processes and preparations of secondary and primary pre-service teachers Hannah and Matthew as they assess students’ learning needs, select a suitable lesson plan template, implement lessons and reflect on practice. Both Hannah and Matthew are dedicated pre-service teachers committed to challenging themselves and their lerners to achieve success. The chapter explores key factors for effective teaching and learning, including a robust curriculum, student understanding, diverse teaching strategies, differentiation and integrating assessment for informative purposes. This chapter invites you to engage in planning activities for a class of learners. While exploring Hannah and Matthew’s experiences, reflect on your own teaching preparation. Consider how you will plan and prepare for lessons, tailor them to meet learners’ needs, employ teaching strategies for engagement, and integrate assessment into the teaching and learning process. The concept of teacher ‘with-it-ness’ will be introduced, prompting further consideration on fostering positive behavior in your classroom to promote a safe and positive learning environment.

The chapter offers a unique perspective on strategy development and the role of a strategist, highlighting the importance of context-specific thinking, flexibility, and reflection. The chapter begins by examining Dayan’s early experiences as a revolutionary guerrilla fighter, which shaped his view of war as a phenomenon that can only be understood in its local, concrete geographical, cultural, and political contexts. This dismissal of rigid, established military patterns is central to Dayan’s approach to strategy development throughout his career. The chapter then explores Dayan’s unique approach to strategy development, which was characterized by contextualized learning, the application of the 80:20 principle for setting priorities, delegation and empowerment, time management for maximum flexibility, and the use of meetings to generate and test new ideas. Dayan’s ability to hold two opposing points of view simultaneously and his love for the land of Israel are also discussed. Overall, the chapter offers valuable insights into the development of a strategist and the importance of context-specific thinking and flexibility in strategy development.

The psychiatric interview is an important tool in the field of psychiatry, allowing the clinician to connect with the patient and to gather information that will help determine a treatment plan. The skills for this crucial assessment are not necessarily “learned on the job,” but rather should be taught with dedicated time and attention to ensure that interviewers become both confident and effective. Continuous self-reflection is essential for improvement, and is important for both inexperienced trainees and experienced mental health clinicians alike.

George Lamming’s novels (1953–1972) are legible as novels of ideas in at least three senses. All six devote substantial space to exchanges of ideas or solitary philosophical reflection. All feature characters who allegorize ideas or serve as vehicles for their enunciation. And all are narratively propelled by figures intensely devoted to an aspiration, cause, model, or imagined destiny. Lamming’s own remarks on his attraction to the novel of ideas, along with his representation of Toussaint L’Ouverture in the nonfictional Pleasures of Exile, underscore how in Lamming ideas are not (as has been asserted of other novels of ideas) decorative or disconnected from mundane existence. Rather, they emerge from the enduring matrix of colonialism in a way that renders obsessives different in degree, rather than kind, from (post)colonial subjects whose daily experience shapes them in less evidently striking ways.

The conclusion summarises the main argument of the book: that the mirror-image, as an object and as a metaphor, was critical to the mimetic definition of painting that we recognise as the key pictorial development of Renaissance art. If perspective was painting’s means, the mirror was its exemplum. Tracing the conceptual elaboration of the reflective image, it concludes that the prolific representation of the inset-mirror motif within early modern painting was both the rebus and matrix of its own pictorial representation.

Opening with Leon Battista Alberti’s celebrated definition of painting as a reflection on the surface of the water according to the ancient myth of Narcissus, the introduction elucidates the analysis of the inset-mirror motif in Renaissance painting as a form of mise-en-abyme that was central to the conceptualisation and reception of early modern art.

Polus admires orators for their tyrannical power. However, Socrates argues that orators and tyrants lack power worth having: the ability to satisfy one’s wishes or wants (boulêseis). He distinguishes wanting from thinking best, and grants that orators and tyrants do what they think best while denying that they do what they want. His account is often thought to involve two conflicting requirements: wants must be attributable to the wanter from their own perspective (to count as their desires), but wants must also be directed at objects that are genuinely good (in order for failure to satisfy them to matter). We offer an account of wanting as reflective, coherent desire, which allows Socrates to satisfy both desiderata. We then explain why he thinks that orators and tyrants want to act justly, though they do greater injustices than anyone else and so frustrate their own wants more than anyone else.

Chapter 3 expands on the diabolical aspects of the contemporary political soundscape and develops initial deliberative responses to its key problematic aspects. These aspects include an overload of expression that overwhelms the reflective capacities of listeners; a lack of argumentative complexity in political life; misinformation and lies; low journalistic standards in “soft news”; cultural cognition, which means that an individual’s commitment to a group determines what gets believed and denied; algorithms that condition what people get to hear (which turn out to fall short of creating filter bubbles in which they hear only from the like-minded); incivility; and extremist media. The responses feature reenergizing the public sphere through means such as the cultivation of spaces for reflection both online and offline, online platform regulation and design, restricting online anonymity, critical journalism, media literacy education, designed forums, social movement practices, and everyday conversations in diverse personal networks. Formal institutions (such as legislatures) and political leaders also matter.

I develop an account of Kant’s technical notion of “exposition” and, in particular, “metaphysical” exposition. This involves explaining his distinction between concepts that are “made” and those that are “given,” as well as his murky notion of “original acquisition.” I then turn to Kant’s account of exposition as conceptual analysis. I argue that apperceptive reflection is the principal vehicle of conceptual analysis and, thus, the nervus probandi of Kant’s arguments in the Expositions. This yields a general picture of the Expositions as advancing the critical project of reason’s self-knowledge. An attractive consequence of my account en passant is that the discussion of original acquisition provides a novel and tidy explanation of the much-discussed distinction between formal intuition and the form of intuition in terms of the tripartite Aristotelian distinction between first potentiality, second potentiality (first actuality), and second actuality.