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Title: roy.canning@stir.ac.uk


1
roy.canning_at_stir.ac.uk
  • Reflecting on the Reflective Practitioner
    muddled thinking and poor educational practices

2
  • I must confess to having anxiety dreams such
    as finding myself in front of the class in my
    nightie, or attempting to show the class a video
    on social policy which turns out to be Kylie
    Minogue in concert

3
  • Overview
  • Original concept of Reflective Practitioner and
    lack of conceptual clarity
  • Reflective theory
  • Poor educational practices
  • Alternative approaches teacher education

4
  • Reflective ? Practice ?
  • Thinking about what you do, feel for, intuitive
    knowing
  • Surfacing tacit understanding and frame
    experiments

5
  • Key ideas of RP
  • Experience of uncertainty, instability,
    uniqueness and value conflict
  • Reflection-in and on-action
  • Theories-in-use
  • Problem Solving Cycles

6
  • Critique of RP
  • Conceptual and practical confusion (Kinsella,
    2007) Polanyi and Ryle
  • Overly individualistic and lack of emancipatory
    dimension (Beverley and Worsley, 2007)
  • Technology of surveillance (Erlandson, 2005)

7
  • Epistemology of Reflection
  • Re-flection in Latin to bend back on itself
  • Pre-reflective (antedates consciousness)
  • Reflexive (problematising and emancipatory)
  • Heidegger all modern philosophy from Descartes
    to Kant and Hegel have been notional variations
    of the philosophy of reflection

8
  • Reflective Theory
  • Empiricism
  • German idealism
  • Pragmatism

9
  • Descartes pure reflexive subject is a
    contemplative subject
  • Lockes self-referential subject reflection
    comes to the fore second order
  • Knowing, rational, self-conscious subject
    tabula rasa of the mind

10
  • Post-Kantians
  • Schelling absolute identity is irreducible to
    the happening of reflection
  • The ability of the I to reflect on the I..
    Thinking that has no other object than itself

11
  • Fichte
  • For me to be aware of myself I must distance
    myself, make myself an object of my reflection
    but in the sense that the same I is both doing
    the reflecting and is that which is reflected on
    presupposes a more direct acquaintance with the I
    that cannot itself be a matter of reflection

12
  • Clearly what is able to know itself must be more
    than what it knowsprior site of disclosure
  • Fichte absolute self of I and not-I negated
    self, pre-reflective site that cannot be given
    to us but must be brought forth

13
  • German Romantics immediate and infinite aspects
    of reflection, an endless regress that is prone
    to disintegration
  • Hegels universal self and Husserls
    phenomenological reduction

14
  • Pragmatism
  • Deweys reflective thinking dissolves the
    question - instrumentalism
  • Reflection becomes part of problem solving
  • Behaviourist theory of thinking and knowing
  • Darwinian control of the environment
    deterministic move

15
  • Reflective theory
  • Reflection is not a privileged form of knowledge
    that is self legitimising
  • Prior site of disclosure pre-reflective,
    inter-subjective, embodied, intuitive
  • Nietzsche distance from milieu and Heidegger
    rootless ness from the world

16
  • Educational Practices (ITE and CPD)
  • Narrating of experience
  • Objectification of otherness
  • Instrumental Determinism

17
  • Narrating of experience
  • Experience Erlebnis and Erfahrung
  • Lived experience immediate, pre-reflective and
    un-theorised practice
  • Elongated notion of experience based upon a
    journey or adventure

18
  • Withered and diminished notion of experience
    post facto re-counting and thinking about what we
    already know
  • Conflate experience with a knowledge of
    experience cant understand experience by
    examining experience

19
  • Initial Teacher Education (Narrating experience)
  • distance from the world
  • substitute for experimentation
  • submerging a pre-reflective awareness

20
  • Objectification of Otherness
  • Freedom from being determined as an object
    (Hegel) subject/object split
  • for-us or a thing in itself
  • judging agent and set of causal relationships

21
  • Objectification of Otherness
  • sideways-on view taken to be absolute
  • Other as a subject- mutual interdependency
  • Importance of the experienced teacher present of
    things past

22
  • Instrumental Determinism
  • Spontaneous and the mundane
  • No empty spaces and things in themselves
  • Retreat from political and social conditions

23
  • Instrumental determinism (ITE and CPD)
  • acquaintance with the indeterminate immediate
  • That some things can only be hinted at and
    must be brought forth
  • That being may just be as important as thought

24
  • Conclusions
  • Schon's RP is a muddled concept
  • Based upon a naïve form of Pragmatism
  • Reflective thought is insufficient
    inter-subjectivity, intuition, embodied practice
    and historical determinism

25
  • Poor educational practices
  • Form of Pietism personal and group reflection on
    the mundane rather than the esoteric
  • Nothing changes but our interpretations and
    prejudices, inordinate subjectivism

26
  • Poor educational practices
  • Effusive autobiographies
  • Fictional reflections
  • Post hoc application of theories
  • Trajectories of self-improvement

27
  • What are we doing if not reflecting on
  • practice?
  • Anticipating and engaging in practice
  • Initially being over-reliant on others
  • Sharing experience- return to practice
  • Creating spaces- refrain from practice

28
  • Reflecting on the Reflective Practitioner
  • publication of its time and context
  • disillusionment with an intrusive state
  • disenchantment with technical rationality
    re-claiming neo-liberalism
  • intellectual stature of pragmatism

29
  • Overly subjective, horribly instrumental,
  • discourse of performativity
  • - a far cry from the exuberance of German
    Idealism and largely unrecognisable to Dewey and
    his vibrant world of experiential learning
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