There is no doubt that all educators, regardless of educational stage or discipline, have engaged in much reflection throughout 2020. The sense of loss when classes moved online and campuses were shuttered immediately is something that will likely remain in faculty and student minds forever. Importantly, the reflection on the academic disruption that began in March of 2020 enabled educators to discover what they had learned about critical issues such as student engagement and online teaching so as to be better prepared for the ongoing educational disruption throughout 2020. As I write this editor’s corner, the 2020 educational process has come to a close and I suspect the new normal is more of a malleable normal since it is no longer new but, at that same time, it is likely not stable. Maybe this is where we can overlay Weick (1999) and engage in disciplined reflexivity. That is, we, as educators, must be mindful of our reflexive turns but not overwhelmed by them and, essentially, see education in a new way and let that new way be a source of positive pragmatic change.

中文翻译：

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教育奖学金：向后铸造时的前瞻

毫无疑问，所有教育工作者，无论教育阶段或学科，都在2020年进行了很多反思。当班级转移到网上且校园立即关闭时，失落感可能会永远存在于教职员工和学生的脑海中。重要的是，对2020年3月开始的学术混乱的反思使教育工作者能够发现他们对诸如学生参与度和在线教学等关键问题的了解，从而为整个2020年持续的教育混乱做好准备。编辑角，2020年的教育过程已经接近尾声，我怀疑新常态更像是一种可塑的常态因为它不再是新的，但与此同时，它可能不稳定。也许这是我们可以覆盖Weick（1999）并进行自律性反思的地方。就是说，作为教育者，我们必须谨记我们的反思性转折，但不应被它们所淹没，从本质上讲，应该以一种新的方式看待教育，并让这种新的方式成为积极的务实变革的源泉。