“Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends, constitutes reflective thought.”
“Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends, constitutes reflective thought.”
Commentary
This is one of Dewey's clearest definitions of reflective thinking. Its emphasis falls on a disciplined activity rather than on intelligence understood as a fixed personal quality. To think reflectively is to examine why a claim should be accepted and to consider what else follows if it is true.
The words 'active, persistent, and careful' identify three important features of inquiry. Thinking must be active because the individual participates in examining a problem rather than simply accepting an assertion. It must be persistent because the first plausible explanation may be incomplete or mistaken. It must be careful because conclusions need to be assessed against the evidence available.
Dewey's definition also connects reasoning with responsibility. Beliefs influence decisions, expectations, and behaviour. Examining their grounds therefore has practical consequences: it can expose unsupported assumptions, reveal inconsistencies, and help people anticipate the effects of their judgments. Reflective thinking is not simply an intellectual exercise detached from conduct.
In educational settings, the definition supports teaching practices that require students to explain their reasoning, compare competing interpretations, and revise conclusions when evidence changes. It does not imply that every question can be resolved with certainty. Rather, it encourages a willingness to test beliefs and acknowledge the limits of what is known.