DEVELOPMENT OF REFLECTION IN DOCTORS OF PHILOSOPHY AS SUBJECTS OF COMMU- NICATIVE INTERACTION
Authors:   Alfred Nobel University, Lavnikov Oleh 
Published: February 2025

This article deals with the issue of developing reflection in doctors of philosophy as subjects of com-
municative interaction.
The purpose of the article is to explore the essence, types of reflection, and approaches to its devel-
opment in doctors of philosophy as subjects of communicative interaction. The research employs methods
of categorical and semantic analysis, classification, and systematisation of scientific ideas regarding reflec-
tion and reflective processes, as well as the design of strategies, methods, and technologies for developing
reflection in doctors of philosophy.
The article substantiates the content of the concept of “reflection”, focusing on its types and noting
the importance and uniqueness of the role of this phenomenon in the structure of a personality.
It is argued that each reflective act can be represented as a sequence of certain stages that reflect
the corresponding components of reflectivity, presented as incidental or special abilities: detachment as
the ability to distance oneself from the situation (the ability to stop, not to allow only emotional reactions);
positive dissociation as the ability to see oneself from the outside; gnostic competence as a set of knowledge
that corresponds to a problem situation; articulateness as the ability to quickly actualize the fragments of
knowledge most adequate to the problem situation; lability as the ability to build alternative hypotheses
(when each proposed solution is accepted as one of the possible ones); originality as the ability to find non-
standard solutions, and to act in a non-stereotypical way; criticality as the ability to rationally predict the
degree of various options for solving the problem; and cognitivity as the cognitive component that prevails
in the adopted solution in relation to the problem situation.
In the presented research findings, the author understands reflection of doctors of philosophy as a
mechanism that ensures self-development and self-improvement of personal and professionally important
qualities that allow establishing constructive communicative interaction with various subjects, developing
an effective interaction strategy to productively solve professional tasks.
The priority of its role in various situations of interpersonal interaction and management of the
interaction process is noted. It is shown that reflection in the process of interaction is each subject’s awareness of various elements: methods of activity, emerging problems and ways to overcome them,
emotional transformations, forms of interaction, etc., which ensures the forecasting of the interaction
process, predicting its consequences, and timely correction. In the process of reflective activity, doctors of
philosophy develop the ability to manage their own actions, independently evaluate their own abilities, set
learning tasks and plans for their solution, analyse the findings obtained, and reflect on their own activities.
It is reflection that ensures a qualitatively new level of professional interaction, the awareness of oneself as
a subject of professional interaction.
It is stated that the development of reflection in doctors of philosophy is possible under the condition
of organizing an educational process taking into account the reflective-oriented concept, and creating an
innovative-reflective environment.
Approaches to the technological provision of the development of reflection in doctors of philosophy in
the process of solving educational situations are revealed, which covers a step-by-step method with clearly
defined stages.
The expediency of applying educational technologies that stimulate the development of reflection in
doctors of philosophy is substantiated.
It has been concluded that the success of the professional development of doctor of philosophy is
determined by their ability to adequately assess themselves and the effectiveness of their communicative
interaction, i.e., to reflect on all key communicative aspects of their professionalisation. This reflection
should be purposefully developed within an innovative-reflective environment.