In the age of generative AI, education faces a central challenge: how to sustain deep, reflective learning when answers are instantly available. This study introduces Reasoning Formation as a human-centered framework for examining how people revise their understanding and stance through reflection and dialogue, rather than through information delivery alone. Drawing on close observation of professional learning activities, this exploratory qualitative study examines moments in which participants reconsider assumptions, reframe interpretations, and integrate multiple viewpoints under real constraints. Rather than emphasizing fixed outcomes, the analysis attends to how understanding is revised and reorganized through experience. Changes in understanding are treated as relational and context-sensitive, shaped by interaction, feedback, and situational conditions, and involving cognitive, emotional, and interpersonal dimensions. By reframing learning as ongoing change in reasoning grounded in human reflection and interaction, this work contributes conceptual insights to reflective learning research and human-centered educational design. It points toward educational approaches that prioritize sustained understanding, learner agency, and constructive dialogue in technologically mediated environments.

Authors:
Masatoshi Hirofuji, Independent Scholar, Japan
Masao Hirofuji, Independent Scholar, Japan

About the Presenter(s)
Masatoshi Hirofuji is a researcher and practitioner in consulting education, focusing on how human understanding evolves through reflection and dialogue. His work explores human-centered approaches to reflective learning in professional contexts.

See this presentation on the full schedule – Thursday Schedule

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