Both John Dewey and Donald Schon contributed to the theory of reflective thinking, although their approaches differ in certain aspects. However, there are some connections and overlaps between their ideas:

1. Reflection on experience: Both Dewey and Schön emphasize the importance of reflecting on experience as a means of learning and professional development. Dewey argued that learning is an active process that involves reflecting on and interpreting experiences to derive meaning and guide future action. Schön also emphasized the value of reflective practice, where professionals critically examine their experiences, make sense of them, and adapt their actions accordingly. 

2. Problem-solving orientation: Dewey and Schön both emphasize the problem-solving aspect of reflective thinking. Dewey viewed reflection as a problem-solving process, where individuals encounter problematic situations, reflect on them, generate hypotheses, and test potential solutions. Similarly, Schön's concept of "reflection-in-action" involves professionals reflecting on and adapting their actions in response to unexpected or uncertain situations, engaging in ongoing problem-solving.

3. Action and experimentation: Both Dewey and Schön highlight the iterative nature of reflection and its connection to action. Dewey argued that reflective thinking involves a continuous cycle of action, reflection, and new action, emphasizing the importance of experimentation and adaptation. Schön's concept of "reflection-in-action" emphasizes the ongoing and dynamic nature of reflection, occurring in real-time as professionals make decisions and take action.

4. Dialogue and discourse: Dewey and Schön both recognize the value of dialogue and discourse in the reflective process. Dewey emphasized the role of social interaction and dialogue in reflective thinking, as individuals engage in discussions and share perspectives to deepen their understanding. Schön also highlighted the importance of dialogues and conversations, particularly in his concept of "reflection-in-action," where professionals engage in internal and external conversations to make sense of their experiences.

 

Despite these connections, it is important to note that there are also differences in their perspectives. Dewey's theory of reflective thinking is more focused on education and learning, while Schön's work primarily pertains to professional practice and the development of expertise. Additionally, Schön's concept of "reflection-in-action" specifically emphasizes the ability to think and adapt in the moment, while Dewey's approach is broader in scope, encompassing various forms of reflection and problem-solving.