Explicating the inexplicable: Post-rationalization as a sensemaking strategy for self-regulated learning in design

Reflective practice is understood as a key element of art and design pedagogy, with Donald Schön’s ideas considered seminal. While Schön’s concept of ‘reflection-on-action’ is widely respected, the related concept of post-rationalization has received scant attention and is often viewed as disingenuous. This article draws on research from management and organization studies and pedagogic theory to explore the value of looking back and reasoning after the fact in design. It discusses how this can support ‘self-regulated learning’, particularly for students who rely on intuition. The article examines different forms of knowledge (tacit, implicit and explicit) and how they influence students’ ability to explain their creative decisions. It considers how seemingly inexplicable creative choices can be validated in academic settings. Various models of reflection are compared, including pre-active (before action), inter-active (in real-time) and retro-active (after action). The article concludes with practical strategies to help educators foster reflective reasoning within the classroom.

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