The prevailing theoretical discussion on reflection within adult and higher education focuses on the cognitive and rational dimensions of reflection, at the expense of the emotional and social dimensions. Consequently, the theories deal with the ideals, but leave issues pertaining to the understanding of the prerequisites, challenges, and obstacles of reflection largely unaddressed. This article proposes a theory which sheds light on the nature and the prerequisites of the process of reflection. The theory development was based on analyzing Jack Mezirow’s theory of transformative learning. In order to deepen the understanding of the emotional dimension which was fruitfully yet insufficiently conceptualized within Mezirow’s theory, Antonio Damasio’s neurobiological theory of emotions and consciousness was utilized as a complementary theory. Based on these differing theories, it was possible to construct a theory which conceptualizes the challenges to reflection and opens new directions for further research concerning integrating the cognitive and emotional perspectives.
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