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Technical Rationality and Reflection Action
Technical rationality illustrates the use of logical positivism and is based on the perception that social reality can be measured and illustrated in rational ways. Technical rationality can be linked to professionalization so as to contribute to providing scientific solutions to day to day problems in professional practice. The concept of reflection in action is based on the perception of reality in one’s profession (Schor, 2002).
When time to perform a task is short, decisions have to be made fast and the reflection scope is usually limited in a big way. Humans are viewed as social animals that can contribute their ideas and knowledge in the development of their interpretation that eventually builds on their knowledge base as professionals. Technical rationality and reflection in action are coined from diverse paradigms but both are important in characterizing the objective of epistemology in a person’s practice as a professional.
Technical rationality evaluates the strategies used by professions that help them operate. This is done by analyzing technical expertise in a certain profession. There are setbacks linked to technical rationality that restrict the knowledge in a given professional context.  The role of science can be integrated into professional practice and education by applying reflection in action.  The reflective practice paradigm shows that a person’s individual actions can be illustrated and correlated to the passion for learning, gaining knowledge and comprehending. A professional illustrates a trait and evaluates previous explanations of knowledge that are known and uses this know-how in the process of developing information (Schon, 2009).
Reflection in action is coined from the concept of interpretivism and is based on the process of gaining experience in a spontaneous way. This simply means that there is an aspect of perception which is linked with a person’s performance which is not necessarily outlined. By using the process of reflection, a person may evaluate the performance of the action, impacts of the action and the process of gaining the knowledge attributed to that particular action. The interpretive epistemological perspective states that knowledge has multiple facets and that using research methods that illustrates expressions of a participant’s social utility (Ben, Kleeman, & Shimoni, 2013).
Reflection is not seen as a kind of professional know-how because professionalism is basically identified with being technically proficient. This perspective is based on the ideology of phenomenology in which a person’s social explanations of society affect their actions and behaviors. Technical rationality is more about scientific ways in which knowledge should be applied while reflection in action is more about the application of actions that professionals use to gain knowledge.
In my practice which is criminal justice, technical rationality is seen in the legal perspective in which arrangement of justice follows certain guidelines. Operative assumptions use legal guidelines to oversee the judging process by applying rules which are mandated to serve specific objectives. The assumptions express that sentencing results are direct impacts of the criteria placed by legal guidelines. These legal guidelines are used in equal ways to all defendants regardless of their class, race, and ethnicity.
The criminal justice system has a quest for professionalization which is prevalent in all its operations. It is important that our criminal justice system operates with the best standards so as to gain respect and authority. The criminal justice system and all people working in this profession are expected to have high standards of integrity and character. However, it is hard for the society to dismiss the error of a professional in criminal justice who fails to meet the standards of integrity and character (Schon, 2009).
References
Ben-Peretz, M., Kleeman, S., Reichenberg, R., & Shimoni, S. (2013). Teacher educators as members of an evolving profession. Lanham: Rowman & Littlefield Education.
Highways, Crossroads, and Cul de sacs: Journeys into Irish Youth & Community Work. (2009). Bremen: Europäischer Hochschulverlag.
Schön, D. A. (2009). The reflective practitioner: How professionals think in action. Aldershot: Ashgate.
Stohr, E. A., Konsynski, B. R., & IEEE Computer Society. (2002). Information systems and decision processes. Los Alamitos, Calif: IEEE Computer Society Press.