Bob
This is a topic I am keen on as well and in 1995 I published a book,
Critical Reflection Strategies using Teams (CReST). I devised group based
strategies to uncover implicit and explicit assumptions and to help people
develop alternate perspectives. I have also publised a Critical reflection
Inventory (CRI) with my colleague Dr Kendall which assesses self and other
perceptions of one's critical thinking abilities. The way CReST works is
that you have a carefully structured experience based on a focus team,
several parallel teams and a meta team. The theory that I addressed in the
strategies is that of Mezirow, transformative learning which goes like
this:
Learning is the process of making a new or revised interpretations of the
meaning of an experience which guides subsequent understanding,
appreciation and action (Mezirow, 1990, p.1). Transformative learning
involves deep level and significant change which occurs when there is
transformation of one's frame of reference. Frame of reference is a set of
assumptions that we construct from our perceptions, our cognitions and our
feelings about the world, other people and about ourselves. Frame of
reference comprises two dimensions: habits of the mind arising from
socio-linguistic, psychological and learning styles influences; the second
dimension is point of view which is also influenced by the first dimension
of habit of the mind. Ethnocentricity is an example of a habit of the
mind. Frame of reference therefore includes emotions, concepts and
judgements that we have when we make an interpretation. Frame of reference
is a meaning or knowledge structure which can either improve or limit us.
Critical reflection strategies using teams involves participants in a
structured experience which highlights that any experience can be
understood in many different ways. Workshops that I conduct encourage
people to becoming critically reflective of their own assumptions.
Awareness and challenging of one's own assumptions is the way you change
your frame of reference. People are encouraged to become critically
reflective of the content and the process of problem solving in order to
change a point of view. They are encouraged to become critically
reflective of the premises of a problem and consequently to change a habit
of the mind. They are encouraged to engage in objective reframing where
you ask about assumptions outside of yourself; they are also encouraged to
engage in subjective reframing where you become critically reflective of
your own assumptions, of your own frames of reference and of your own
thinking, where it came from and how you acquired your habit of thinking
that way.
The CReST (Critical Reflection Strategy using Teams) procedure
operationalises the theory of transformative learning espoused by Mezirow.
The CReST encourages people to identify frames of reference within
context, to question them, to suggest alternatives and to empower
individuals to decide what to do if anything. It raises awareness of
difference which is the basis for recognising that change can be
transformative. The CReST encourages reflective practices in groups.
I look forward to seeing what others do. I am happy to make the Critical
Reflection Inventory (CRI) available to people who have an interest in
using / reviewing it and commenting on its usefulness for their purposes.
Francesco
Francesco Sofo (PhD)
Head, Human Resource Development / Adult Education Program
University of Canberra
PO Box 1
BELCONNEN ACT 2616
AUSTRALIA
Phone: (61 - 6) 2015123
Fax: (61 - 6) 2015057
Email: franks@education.canberra.edu.au (Francesco Sofo)
--franks@education.canberra.edu.au (Francesco Sofo)
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