The phrase "analytic reflection" is correct and usable in written English.
It can be used in contexts where one is discussing the process of critically examining or analyzing thoughts, ideas, or experiences.
Example: "In my essay, I included an analytic reflection on the implications of the research findings."
Alternatives: "critical analysis" or "thoughtful examination".
What Merleau-Ponty calls "analytic reflection" does not describe the world that is given to me when I open my eyes; rather it views the world as a product of subjective synthesis.
The transformation of the object of perception into the thought of the object of perception, that is to say, the attempt to reconstitute the world in immanence, is pursued not only by analytic reflection; it is also accomplished by the phenomenological reduction, at least as it is proposed by Husserl (1913, Volume One).
For example, while engaging in subtle analytic philosophical reflections, African philosophers incorporate with great ease narratives from everyday lives and from literature into their reflections of the philosophical implications of their cultural events.
We see a particular challenge for future research in supporting "creativity management" in such productive educational scenarios by providing specific analytics and reflection tools in addition to the production tools.
He distances himself from 'analytic reflection' in an important respect, particularly from the incarnation of it in the writings of Leon Brunschvicg.
It is vital to identify the main challenges in the design of learning environments that make use of learning analytics to foster reflection.
Based on the spatial analytic geometry and the reflection law (in vector form), space propagation rules for laser beam are derived.
Prove that (T_{n,q}^{ k)}(x)), (x in mathbb{C}), has (operatorname{Im}(x)=0) reflection symmetry analytic complex functions.
In this regard, allowing students to decide what aspects they are going to monitor and analyse could help make learning analytics a tool for reflection on smart learning environments.
It is a starting point but as indicated in Fig. 1, it should draw on observations and on insights gained through previous sessions, student interactions, data analytics, training and development, reflection and feedback.
In general, reflective discussions had four levels of deliberation (technical listing of activities, description of activities, analytic examination of activities and reflection on the bases for activities).
