Reflective education requires educators to continuously evaluate instructional decisions and calibrate responses to student learning needs. Central to this process is proportional judgment, the capacity to assess the actual scale, complexity, and significance of educational events and respond appropriately. Yet the cognitive mechanisms underlying proportional judgment in reflective practice remain undertheorized. This paper introduces Magnitude Psychology as a cognitive-developmental framework for cultivating proportional judgment within reflective education. Synthesizing insights from cognitive psychology, affective science, systems thinking, and Gestalt principles, the framework comprises the Mag Assessment Model, which distinguishes between individual-level (mag) and societal-level (MAG) magnitude across five dimensions, and the Magnitude Thinking Pyramid, which outlines developmental progression from magnitude blindness to magnitude integrity. This framework offers educators diagnostic tools to identify magnitude distortions in instructional judgments and developmental pathways for cultivating proportional judgment as a foundational reflective competency.

Keywords