Reflection is today a watchword in manylearning contexts. Experience is said to be transformed toknowledge when we reflect on it, university students areexpected to acquire the ability to reflect critically, and wewant practitioners to be reflective practitioners in order toimprove their professional practice. If we consider whatpeople mean when they talk about reflection in practice, wewill discover that they often mean different things. Moreover,their conceptions of reflection are guided by imagesrather than by definitions. This paper explores six distinctimages of reflection and discusses the consequences ofadopting one or more of these images in learning situations:(1) dedoublement, (2) analogical thinking, (3) mirror,(4) experiment, (5) puzzle solving, (6) criss-crossing alandscape. Reflective thinking can be improved if we aresensible of what we are reflecting about and according towhich image of reflection we are doing it, since the stepbetween using an image and seeing this image as a modelis short. Using models, in turn, implies knowing theirlimits.