Critical Reflection
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Introduction
Critical reflection is the process of indentifying and understanding our assumptions. While very important, it can be extremely challenging. "No matter how much we may think we have an accurate sense of ourselves, we are stymied by the fact that we are using our own interpretive filters to become aware of our interpretive filters...To some extent, we are all prisoners trapped within the perceptual frameworks that determine how we view our experiences" (Brookfield, 1998). Brookfield also describes four main methods for clinicians to practice critical reflection:
- autobiographical understanding
- through the eyes of learners
- through the eyes of peers
- reading the literature
Our Autobiography
While we all experience life differently, there are certainly factors and aspects that many people hold in common after going through a given event or situation. This is necessary to understand ourselves and our motivations and guide our actions to make them as successful as possible.
Our experiences as learners are felt at a very deep level, with widespread influence on our thoughts, emotions, and approaches, and "in the face of crises or ambiguities, we fall back instinctively on memories from our times as learners to guide how we respond" (Brookfield, 1998). In many ways this can be appropriate, but it can also lead us to make significant error.
"Teachers who were reluctant discussion participants in their own student days are not likely to dismiss noncontributiors to classroom discussions as mentally negligible, disengaged, or hostile. They may well interpret a student's silence as evidence of her being engaged in reflective analysis. Remembering the cultural and psychological inhibitors to their own discussion participation, they are more inclined to create ground rules that acknowledge the value of silence and that create space for equal participation" (Brookfield, 1998).
The instincts that guide our actions, likes, or dislikes can often be linked back to earlier experiences.
We should identify situations that make us very uncomfortable and determine plans to combat our avoidance tendencies.
Eyes of the Learners
The perspectives of learners, which can vary significantly from our own, can have an equally signficiant impact on how they interpret their experiences, including at the hands of faculty.
"The chief difficulty with seeing ourselves through learners' eyes lies in the fact that they are understandably reluctant to be too honest with us. They have probably found that giving honest commentary on an educator's actions can backfire horribly" (Brookfield, 1998). As such, it is important to begin with a strong sense of anonymity and safety. Modeling humility through regular invitation for commentary, and then discussing it publicly, is a strong way to help others feel safe (Brookfield, 1998).
Brookfield also states that "the most important metacriterion for judging whether or not good educational practice is happening is the extent to which educators deliberately and systematically try to get inside learners' heads and see classrooms and learning from their point of view."
A tool that can foster learner feedback is the critical incident questionnaire. Defined by Brookfield, it asks five questions:
- At what moment this week were you most engaged as a learner?
- At what moment this week were you most distanced as a learner?
- What action that anyone in the room took this week did you find most affirming or helpful?
- What action that anyone in the room took this week did you find most puzzling or confusing?
- What surpirsed you most this week?
The teacher should state that this is designed to be a safe experience, and that it is meant to be anonymous. It is helpful to then read through comments and group according to broad themes.
At the next session together, responses should be presented back to learners. As appropriate, discussion can follow. The CIQ can play a number of roles:
- it identifies problems
- it provides information to guide methods
- it develops learner relfection
- it builds trust: asking for, summarizing, and presenting others' opinions of us is a vulnerable action
- it demonstrates to learners that other's experiences and perspectives are varied
- it models critical thinking, espceially by celebrating criticism and identifying how valuable the experiences are
- it demonstrates responsiveness.
Dialogue with Peers
Very little in life happens in isolation, and it is helpful to connect with colleagues or other peers to discuss our experiences and theirs. While we are have different approaches, there will be common threads that will foster unity, and new ways of seeing situations that can be exceedingly helpful.
"Checking our readins of problems, responses, assumptions, and justifications against the readings offered by colleagues is crucial if we are to claw a path to critical clarity... We need colleagues to help us know what our assumptions are" (Brookfield, 1998).
Understanding the Literature
The literature can help us understand and accept ourselves by seeing how human nature is behind what we do, reducing guilt and other forms of feeling bad. Conversely, reading the literature can also help bring about a significant paradigm shift in how we see ourselves or the world around us. This transformation can be profound, and lead to increased acceptance and peace.
Resources and References
Brookfield S. 1998. Critically reflective practice. Journal of Continuing Education in the Health Professions. 18(4): 197-205.
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