Transformation & emancipation: the world view
There are two terms that are common within the realms of reflective practice: transformative and emancipatory. These have many connotations and are therefore immensely powerful tools for personal development and the development of others; colleagues and students. The personal view of the world, in an ideal situation, would be a view that is constantly in a state of flux; that is under constant review, development and expansion. For this to happen one must also be aware and sympathetic to the worldview of others, which can be difficult and problematic.
Consider two people sat on a hillside under a tree; one to the left, the other to the right and both facing North. It could be conjectured that the two would be experiencing or receiving the same view, but this is certainly not the case. Were the two to exchange positions then the difference of perspective would soon be apparent. The view can also be subject to a change of perception for an individual. Bergson asks his reader to consider the concept of change, of mental adaptation. To furnish the concepts he considers the eye, governed by internal states, to engage with a motionless object, an external phenomenon.
The object may remain the same, I may look at it from the same side, at the same angle, in the same light; nevertheless the vision I now have of it differs from that which I have just had, even if only because the one is an instant older than the other. (Bergson 1907, Kindle Locations 317 - 318)
To change one’s way of thinking, one’s view of the world, can be an uncomfortable experience as often what is taken for granted, a given, is one of many props which support and inform professional behaviour. To take these props away could seem a reckless act of self-destruction. Held in this light, the transformative process appears to threaten and not support professional development. However, maintaining outmoded thoughts or customs can be detrimental to personal advance and so the removal of such encumbrances will only ever be a liberation; and emancipation.
Such a transformative perspective is also often referred to as an emancipatory approach – that is, one that helps to free people up from restrictive aspects of their social circumstances. (Thompson & Thompson, 2008 Kindle Locations 635-636)
Returning to the couple sitting under the tree, both facing North. After exchanging places their new view of the world is certainly different in many ways owing to the slightly differing perspectives; but what if one of them was to face to the South? How transformative and emancipatory would this act be?
If one recognises the importance of realising reflective practice in education and that the transformative process is essential then implementing such changes may require an entire restructuring of the world view. Where this may appear to be a challenge, by simply identifying the importance of reflection within education is in effect undertaking the initial step in that transformation. Consider, for instance, the function of Assessment for Learning and its impact on teaching and learning; to fully incorporate this into the teaching practice also requires a similar fundamental shift in worldview.
Implementing assessment for learning requires personal change. It means changing the way a teacher thinks about their teaching and their view of their role as a teacher. (Black et al 2003, p.80)
Reflection is an essential part of Assessment for Learning as it places many of the mechanisms for evaluation and assessment into the hands of the student. This again may require a change in personal beliefs and what one thought of as good practice.
Teachers who are emphasizing formative assessment change their underlying beliefs about what counts as ‘good teaching.’ (Black et al 2003, p.80)
Change in perception can be troublesome, as it requires the abandonment, at least in part, of long-held beliefs, maxims and thought processes. The best method of change is not necessarily to abandon all beliefs overnight but to consider how the ne Americans forged their country. They first began by naming their towns with names from their old countries, thus starting anew but beginning on familiar ground (almost literally). Hence from a familiar standing point the journey to new ground, new concepts, can begin with a sure footing.
From In search of the untethered mind: Reflective practice in education Web page
Bergson, H., 1907. Creative Evolution (L'évolution créatrice): The Henri Bergson Megapack: 5 Classic Non-Fiction Works in English Translation. Wildside Press LLC. Kindle Edition.
Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D., 2003. Assessment for Learning: Putting it into practice. Berkshire: Open University Press
Thompson, S., Thompson, N., 2008. The Critically Reflective Practitioner. Palgrave MacMillan. Kindle Edition