Abstract
This conference paper provides a contemporary theoretical approach to reflecting for educational purposes. It examines the historical approach to learning in a wrote, or repetitive manner which suits the closed if somewhat criticised cyclical approaches of Kolb (1974), Kolb and Fry (!984) Boud et al. etc. and enters the debate on the suitability of closed learning cycles by exploring the critiques from Webb (2004) Forrest (2012) and ideas from John Dewey (1933) to suggest the singular nature of learning experiences in a modern world might be better catered for by short immediate reflections using the open cycle learning approaches of Otto Scharmer (2009).