Discriminating Reflection: Overview and Latest Ideas

2653 days ago, 838 views
PowerPoint PPT Presentation

Presentation Transcript

Slide 1

Basic Reflection: Overview and Latest Ideas Jan Fook South West London Academic Network

Slide 2

An incredulous voice… Does anybody not reflect? Do we truly comprehend what it implies (in useful terms)? Is it conceivable to pinpoint in solid terms how it changes your activities? How would you do it when most working environments are excessively occupied, and organization and result drove?

Slide 3

Four key viewpoints… Actually what is basic reflection? Furthermore, how universal/attractive is it? A wide range of viewpoints and structures Changing settings and the continuous presentation of new thoughts Debates and even minded challenges eg. how to reflect in unreflective settings? How to do it at authoritative levels

Slide 4

What is CR? Is it the same as: reflection, intelligent practice, reflexivity, basic thinking???? … a plenty of terms utilized conversely Comes from various controls/callings eg. training, administration, wellbeing and social callings, sociologies

Slide 5

What is CR… cont… Arises from "functional hypothesizing" and in this way not "scholastically" drew nearer… .additionally so universal that individuals expect they/others comprehend what it implies Varies from "gaining as a matter of fact", analyzing establishments/suppositions, 'pondering", utilizing individual experience, "walking out on self", deconstructing, and so on

Slide 6

Actually entirely unpredictable in the event that we put all these diverse implications together… .. Includes gaining as a matter of fact by looking at essential presumptions, reintegrating encounters (and reformulating importance and standards for living), bringing about new rules for activity.

Slide 7

How valuable/alluring is it? So standard it tends not to be addressed So customary that individuals think they can fit it in with current exercises and societies eg. "tick box" reflection What confirmation is there? Difficult to acquire re such "huge" issues

Slide 8

Different viewpoints Have moved with the times furthermore covered Educational ( eg. Dewey, Boud et al ) Professional instruction ( eg. Schon) Critical instruction ( eg. Mezirow, Brookfield) Critical sociology ( eg. Giddens) Linguistic customs (eg. deconstruction) Relational (eg. Ruch)

Slide 9

Different structures Different points of view demonstrate diverse expository systems for directing intelligent procedures and for deciphering background What structures to utilize? Is it essential to have the capacity to assemble all angles?

Slide 10

Changing settings and more up to date thoughts New entomb/polished methodology Meaning and existential perspectives together with more basic/social viewpoints eg. "profitable reflection" (Boud 2006, 2010; Fook, 2010) Frameworks in view of eastern methods of insight (Humphrey, 2009) The issue of the way of experience (Fook, 2010)

Slide 11

The nature of experience and gaining as a matter of fact Experience is not generally simple to depict or verbalize (in a way which speaks to it precisely) Experience is intricate, logical and all encompassing Is comprised of a wide range of viewpoints (eg. feeling, musings, activity, translation) which are liquid (continually subject to being changed)

Slide 12

Involves beginning sensations, social elucidations, auxiliary truths Is at any rate both individual and social (not divisible) Needs to have the capacity to be incorporated into a cognizant feeling of self and a reasonable ability to read a compass/set of qualities (for figuring out how to happen)

Slide 13

How would we discover (make?) a system for basic reflection which permits us to do all the previous?

Slide 14

Debates and businesslike issues How to catch and speak to involvement seriously? How to make (safe) spaces? How to fuse into day by day hone? How to make authoritative?

Slide 15

Therefore… … we need to discover a method for fundamentally reflecting which is: Structured Practical Meaningful Speaks to work environment requests

Slide 16

References Boud et al (2006) (eds) Productive Reflection at Work Boud (2010) in Bradbury et al (eds) Beyond Reflective Practice: New Approaches to Professional Lifelong Learning Fook (2010) in Bradbury et al (as above) Fook & Gardner (2007) Practicing Critical Reflection Humphrey, C. (2009) "By the light of the Tao", European Journal of Social Work, vol. 12, no. 3. (entire extraordinary issue on CR) Pockett, R. & Giles, R.(2008) Critical Reflection: Generating Theory from Practice Ruch, G. (2009) "Distinguishing the "basic" in a relaitonship-based model of reflection" EJSW (as above)

Slide 17

What is basic reflection? Gaining from/making (positive) which means of experience (eg. Boud, Mezirow) (we as a whole do it however may not know about it, but rather there are better and more regrettable methods for doing it) Process of uncovering further suppositions (eg. Schon) (not as simple to do as it looks) What makes it basic – uncovering basic (overwhelming) presumptions about power– "philosophy study" (eg. Brookfield) (great PC investigation however not generally where individuals are at?)

Slide 18

My variant… Involves both hypothesis and practice: a reasonable basis and examination and.. A reasonable and organized process for leading it

Slide 19

Aims of basic reflection… to enhance hone by gaining straightforwardly for a fact By participating in a procedure of analyzing the central suppositions certain by and by experience (and comprehension individual and social associations) And formulating changed thinking and practices from this new mindfulness

Slide 20

Involves… . Gaining as a matter of fact and making hone hypothesis and significance from it Ongoing investigation of practice A type of responsibility/supervision A type of individual, expert and hierarchical leanring

Slide 21

Related speculations Reflective practice – the crevice amongst hypothesis and practice (eg. Schon) Postmodernism/deconstruction/the phonetic turn – how our dialect/talk develops our insight Reflexivity – how our identity (socially and actually) builds our insight (eg. Taylor and White) Critical points of view – how individual experience is connected with social/control game plans, and how social mindfulness drives joins with social change (eg. Brookfield)

Slide 22

Theories of experience??

Slide 23

Reflective practice Gap amongst hypothesis and practice, amongst verifiable and unequivocal thoughts The constraints of express principles or hypothesis The need to make hypothesis (rehearse) in setting How our practice really makes information

Slide 24

Reflexivity The reflect We ourselves are instruments for making learning, in this manner our identity (all angles) has a part by they way we see/comprehend the world physical, enthusiastic, social, authentic, auxiliary impacts in forming information

Slide 25

Postmodernism/deconstruciton/the semantic turn How we talk about things builds the way we see/comprehend them – a few things are forgotten; others are developed as parallels There might be a wide range of (and opposing methods for seeing things) How things are see regularly needs to do with power

Slide 26

Critical viewpoints Recognizes that power is both individual and social and they are connected Individuals can hold social convictions Understanding the connection is vital in rolling out social improvements

Slide 27

Basic strategy/prepare Focuses on: Specific cases of practice (basic occurrences) To unsettle (predominant) understood suppositions (organize 1) so as to find and change pertinent thinking and hones and reformulate a system for practice (arrange 2) Uses basic intelligent inquiries got from speculations May be utilized as a part of various ways (eg. Little gatherings, self-reflection) In a moral learning atmosphere

Slide 28

Critical intelligent inquiries: intelligent what are my certain presumptions and how would they vary from my express ones How would I be able to utilize this attention to change my practice? Eg. what does my practice suggest about my major qualities? What am I expecting about the way of individuals? Society? power and strife?

Slide 29

Reflexive inquiries How would I impact what I see? How does what I am searching for impact what I find? Eg. where do my suppositions originate from? How does my identity influence socially what I see? How do my feelings influence my insight?

Slide 30

Postmodern/deconstructive How does my dialect build what I see? Eg. what dialect designs do I utilize? What doubles exist? What different points of view am I forgetting?

Slide 31

Critical inquiries How would I partake in power? What are the associations between my own experience and my social setting? Also, by what method would I be able to change my practice with this mindfulness? Eg. what self-overcoming convictions do I hold? Do I consider myself to be frail? How would I see other individuals' energy? How would I comprehend obligation? What do I accept about how authoritative a dpersonal power is associated?

Slide 32

Critical (huge) occurrence An occasion which is noteworthy somehow to the learner/member Descriptive and fundamental as could reasonably be expected Why basic Context Concrete depiction Used as "crude" material for reflection

Slide 33

The moral learning atmosphere of basic reflection – " basic acknowledgment" Trust & regard Acceptance not insistence Focus on expert adapting Right as far as possible Focus on story or development Openness to numerous and opposing points of view Responsibility (organization) not accuse

Slide 34

A case of basic reflection… Cynthia… .. A moderately new social specialist in a doctor's facility Incident including discovering that a customer had kicked the bucket Burst into tears Critical in light of the fact that she felt "wild" Assumptions about feeling enthusiastic as compared with absence of control? On a more profound level expecting that a decent expert is in control and along these lines does not feel feelings

Slide 35

Cynthia… cont… . Where did this originate from? … ..going up against the perspectives of different experts

Slide 36

Stage 2… .. Subsequently a need to address whether she concurred (or not) with other professiona