which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning." When a person is experiencing something, he or she may be implicitly learning; however, it can be difficult to put emotions, events, and thoughts into a coherent sequence of events. When a person rethinks or retells events, it is possible to categorize events, emotions, ideas, etc., and to compare the intended purpose of a past action with the results of the action. Stepping back from the action permits critical reflection on a sequence of events. The emergence in more recent years of blogging has been seen as another form of reflection on experience in a technological age. Models Many models of reflective practice have been created to guide reasoning about action. However, they are not without their criticisms, and need to be understood within the context within which they were written. Borton 1970 Terry Borton's 1970 book Reach, Touch, and Teach popularized a simple learning cycle inspired by Gestalt therapy composed of three questions which ask the practitioner: What, So what, and Now what? Through this analysis, a description of a situation is given which then leads into the scrutiny of the situation and the construction of knowledge that has been learnt through the experience. Subsequently, practitioners reflect on ways in which they can personally improve and the consequences of their response to the experience. Borton's model was later adapted by practitioners outside the field of education, such as the field of nursing and the helping professions. Kolb and Fry 1975 Learning theorist David A. Kolb was highly influenced by the earlier research conducted by John Dewey and Jean Piaget. Kolb's reflective model, which also draws from the works of Kurt Lewin, highlights the concept of experiential learning and is centered on the transformation of information into knowledge. This takes place after a situation has occurred, and entails a practitioner reflecting on the experience, gaining a general understanding of the concepts encountered during the experience, and then testing these general understandings in a new situation. In this way, the knowledge that is formed from a situation is continuously applied and reapplied, building on a practitioner's prior experiences and knowledge. Argyris and Schön 1978 Management researchers Chris Argyris and Donald Schön introduced the "theory of action", which emerged out of their previous research on relationship between