Recently, the topic of reflection and the development of reflective practitioners have received a great deal of attention. Four elements are central to critical reflection: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism. Definitions of critical reflection often reveal differing theoretical orientations about reflection and have resulted in confusion about its meaning and uses. Lack of a common definition has also led to interchangeable use of the terms "reflection" and "critical reflection." The ideas of Dewey, Schon, and Mezirow are frequently mentioned in discussions of the origin of reflection in education; however, only Mezirow seems to emphasize the critical nature of reflection. Two issues that emerge in the literature on critical reflection are the effect on students who are encouraged to engage in critical reflection and the kind of teaching that supports critical reflection. Studies have concluded the following: critical reflection can lead to self-doubt, feelings of isolation, and uncertainty; adult learners who engage in activities to facilitate critical reflection must be supported in their efforts; and teaching students to be critically reflective can be a rewarding experience that results in critical reflection on the part of the instructor. (A 23-item annotated bibliography constitutes approximately 75% of this document.) (MN)