The Introduction To The Reflective Practice Education Essay

The Introduction To The Reflective Practice Education Essay Introduction Johns and Freshwaters (1998) define reflection as accessing and looking back into previous experiences helping to develop tacit and intuitive knowledge. Reflection as having to develop tacit and intuitive knowledge as defined by Johns and Freshwaters (1998) means having a common understanding about something with being sensitive to links with previous knowledge and experiences. Ghaye and Lillyman (2000) also defined reflection as a transformative process that changes or alters individuals and their motives. Reflection is also a way to reach awareness of how and why things have happened as stated by Johns (2002). Bout et al (1985) however gave a more in depth definition of what reflection is, they suggested that reflection in the context of learning is a generic term for those intellectual activities in which individual engage in on a daily basis to explore their experiences that will lead them to newer understandings and appreciations of what they have done. Moon (1999) concluded tha t reflection appears to be the engine that shifts learning into deep learning and that reflection transforms knowing in action into knowledge in action as stated by Moon (1999) and Schon (1983). Baird and Henderson (2001) then argued that this occurs because reflection allows an individual to gain the proper perspective on the field of action and to attain the understanding of the change in practice required. Reflection is also the process of reviewing an experience in order to describe, analyse, evaluate and so inform learning about practice as defined by Reid (1993). Reflection in the context of learning helps us to learn and grow and develop within ourselves. He also believes that reflection is an active process that requires self-control and self-discipline for it to be focused on one direction that could lead to personal development in practice. Learning can be defined as multi-dimensional in terms of where and how it takes place and yet, learning is also a very individual process and what is carried forward by an individual is what can only be truly be gauged by the learner. West et al. (2007) defines lifewide learning as a form of learning that is not only limited to the classroom, but also extends into many other areas of life. This means that we dont just learn in classrooms but we also learn by the experiences we go through in our lives. This is where reflection comes into relation as a way of learning as Moon (1999) concluded that reflection appears to be the engine that shifts learning into deep learning. Lifelong learning also refers to a process of learning that continues across our lives (Jarvis, 2004). This means that, we never stop learning as we grow older and that we learn different things as each day comes. In relation to nursing, lifelong learning is a professional reality for nurses and other health care pro fessionals because the healthcare and the technologies that support it are constantly evolving. Because of this, learning in the healthcare industry often takes place in the form of practice development and professional development (Mason and Whitehead-Mason, 2008). Many models have been introduced to aid people to reflect effectively with positive results. Taylor (2000) suggested that reflection requires effort that utilises the qualities of determination, courage, and a sense of humour in order to be able to deal with what an individual might find out. This means that an individual reflecting into something must possess these qualities in order to establish an effective outcome. For that, there have been many reflective models that have been introduced to suit the reflector. Using a model helps an individual to identify key stages of his or her reflective learning and the structure can help the individual to keep going when he or she is dealing with complex situations. It is then important to choose what model suits the individuals needs and that he or she might find it easy to use. Reflective cycles offer the possibility to connect what has been learned from one experience with another. One of the most widely used reflective cycles is Gibbs (1998) reflective cycle. The cycle outlines specific steps to guide the learning individual through different processes. The first step of the cycle is to ask the learner to describe an event that has happened which then leads on the second stage where the individual thinks about how he or she felt during the event relating to what has been described in the first stage, by acknowledging the emotions involved during the event, the learner will be able to consider processes such as how to deal and cope with emotions in difficult situations that may be aroused by caring work and learning. Thirdly, the learner then evaluates the event or activity whether it was good or bad and what steps needs to be considered following the event. Evaluation also allows the learner to begin thinking about what are the main issues that needs to b e resolved. This stage can then lead the learner to analyse in greater detail by considering what knowledge is available or might need to be developed, and what other choices might have been available in the given event or situation and the possible consequences if one of those choices had been chosen instead. The analysis of the event will help the learner to critically think about what has really happened and what steps should be made in order for him or her to solve the given situation and to reflect upon on. Given the analysis of the situation or event, this stage will help the learner to make sense of what has happened which will lead to the stage of coming up with a conclusion from what they have thought about during the whole process. The conclusion will ask the learner what other steps could have been done to improve the given event or situation which will then lead to an action plan. Another model that can be used in reflection is Driscolls (2007, p44.) reflective cycle. Driscoll developed Bortons (1970) 3 stem questions; what?, so what?, and what now?. He matched the three questions to the stages of an experimental learning cycle and this cycle views reflection as a process of interrogating. These three questions encompass the need to be clear in the interpretation, interrogation and presentation of learning through reflection. By using this model of reflection, the learner will then ask him or herself three simple questions. The first question or the what stage will always refer to being able to describe the given situation in words. Some trigger questions maybe what happened? or what was my reaction to the event or situation?. The next stage is the so what stage where the learner begins to analyse the important aspects of the given situation and experience from which new findings can be made. And the final question is the what now? stage where the individual p roposes new actions based on the findings that was found in the second stage which may be reworked in multiple different situations. This model of reflection is simple but effective because it is easy to remember three simple questions and can easily be asked as a part of most conversation between individuals within practice (Jasper 2003). Johns (2004) developed a model for structured reflection. This identifies how an individual might want to examine his or her experience more extensively and in greater depth in order to really learn from it. The models starting point is the creation of a space for reflection which means stilling the mind so it can focus. The model then encompasses a number of reflective cues or questions in which the practitioner or individual is asked to think about in the course of reflecting on a given situation. The cues are: aesthetics, personal, ethical, empirical and reflexive aspects. Aesthetics relates to how the individual feels about, responds to and perceives the situation and those involved. Personal aspects explore what from the person was influencing them. Ethics refers how actions are related to ethical guidelines and beliefs. Empirics are concerned with what knowledge is used and lastly, reflexivity relates to how experiences are connected and the possibility of given alternatives to doing things differently. Reflective Practice Schon (1991) identified reflective practice as an important aspect of the learning life of professionals. Rolfe (1998) also defined reflective practice as a process that develops understandings of what it means to be a practitioner and makes the link between theory and practice through the practitioner consciously thinking through the individuals experience as stated by Jasper (2003). This concept is particularly important for practitioners to aid the development of a clearer understanding of their position and support the learning and developing of new skills, with this context, reflection occurs within the experience or by looking further back at the previous experience. This is where the idea of reflective practice comes in hand. Schon (1991) identified these concepts and ideas as reflection in action and reflection on action. Reflection in action is defined as knowing what to do and making a difference within a given situation whereas reflection on action is referred to as examin ing some of those in moment decisions for the possibility of differing choices. Reflective practice requires careful consideration of knowledge and ideas and also, reflective practice considers practice as a holistic entity that cannot be always be rationalised as holism means looking at the wider picture and going in greater detail with it. This therefore concludes that reflective practice is based on an individuals own experiences and intuitive learning. Knowledge derived from practice does not always add up to professional knowledge unless it has been reflected on for its significance (Eraut, 1994).

Plato’s Theory of Ideas :: History of Philosophy

Topic: Plato’s Theory of Ideas Student: Milena SadÃ… ¾ak Date: december, 2001 Author’s introductionary remark: Still innocent and so naà ¯ve, the common human consciousness slowly began to raise itself, giving birth thereat to great men, who will forever remain in the hearts of the â€Å"consecrated†. One of those great men was Plato. Plato as a philosopher. Plato as an artist. Plato as the birth of concsiousness of its own limitedness. Plato as my own flight from reality. Being young and inexperienced, and having read one small but important part of Plato’s great treasury of dialogues, I stood lost and confused. It is impossible for a philosopher to believe in the existence of two simultaneous worlds. But that is what his words are saying to me. Did he truly believe that our souls had existed in that perfect world, prior to their birth? Being certain that Plato did not think so, and having realized the boundaries of my understanding, I’ve consulted people who dedicated their lives to this great philosopher. I must admit that it was just then that my confusion reached its utmost point. I have never seen so many confronted opinions on the same topic. Well, we have the dialogues right in front of us, what is the thing that’s keeping us from realizing Plato’s thought as it is, and at least reduce the number of confrontations? I know what my obstacle is: youth, lack of experience, lack of knowledge, but what is theirs? CONCLUSION: The young common human consciousness created a genius, but a young one, such as itself. Youth as such carries with it the impossibility of valid thought-word transmission. The space is too big. In time, the young common consciousness perfects itself. Its improvement implies the improvement of individual consciousness. The possibility to validly transmit thought-word is greater, therefore the interspace is reduced, and the number of dissacords in interpretations of philosophical works is reduced as well. Plato still belongs to the young common consciousness, therefore, we have inummerable explanations of one and the same thing. Theory of Ideas Nowadays, Plato is rightfully considered the originator of idealism. To explain in details what the concept of idealism means represents a great difficulty and demands great effort, so I will merely define idealism as a philosophy which reduces all existence to forms of thought, or in Plato’s case, idea. The word â€Å"idea† originates from the Greek word â€Å"eidos† which literally means â€Å"appearance, image†. In Plato’s thought, â€Å"idea† represents the first principle, cause, form, shape, essence.

View of Love and Sex in “Wuthering Heights”

â€Å"Wuthering Heights† accurately reflects many of the attitudes associated with love and sex in the Victorian Era. With reference to appropriately selected parts of the novel and relevant external, contextual information on Victorian attitudes to love and sex, give your response to the above view. The Victorian era when â€Å"Wuthering Heights† was written and first published was a time when love and romance and true emotion were the antithesis of reasons to marry. Sexual love was frowned upon greatly and no woman should ever have had sex outside of marriage. Sex was something that was solely for procreating and nothing else. Although, it was considered that a man could not control his animal instincts and so if he had sex outside of marriage of ever cheated on his wife, it would not damage his social desirability or impair his reputation on society. Marriage in Victorian times was for a place in high society and financial stability and children. This is shown in Wuthering Heights when Cathy marries Edgar Linton instead of Heathcliff because she knows it would degrade her to marry Heathcliff. This is also very common in Victorian times; people were not to marry below their own class. They would marry above or in the same class as themselves. Victorian literature always focused on idealised representation of people who use work hard, perseverance and love to win out in the end. Good deeds will always be rewarded and wrongdoers will be punished. All novels were very moralistic and usually had a good social message or comment on society, for example, Oliver Twist. Victorian novels tended to be melodramatic, including features such as pathetic fallacy, exaggerated emotions, extreme passion and unrealistic characters. Victorian novels are also very long, with lots of characters, plots and intertwining sub plots. Wuthering Heights is very different from this in that it is set in a very isolated scene with a small number of characters. The relationship between Cathy and Heathcliff completely defies everything that was typical about a Victorian real-life relationship and the relationships in novels. They share such extreme passion and love for each other that shocked everyone who read in and the contemporary critics such as H. F. Chorley, who said the novel â€Å"was disagreeable and seem to affect painful and exceptional subjects. † The Atlas also said that each chapter â€Å"seems to affect painful and exceptional subjects†. People didn’t understand how a woman could understand and write so convincingly about something that she couldn’t possibly have experienced. Victorians were not allowed to spend any time alone with their partners until their engagement was official and even then they were only allowed to hold hands and were not to be alone together after midnight. Cathy and Heathcliff had grown up together and slept together as children and spent a lot of time alone in the moors and this was not accepted easily. Wild passion is a major theme in Wuthering Heights. The relationship between Cathy and Heathcliff is haunting and powerful and from the very start we can see the intensity of their feeling towards each other. There are various parts of this novel which make us certain that nothing could ever come between Cathy and Heathcliff. Cathy confesses her love for Heathcliff so passionately and sincerely, â€Å"I love him, not because he’s handsome, Nelly, but because whatever souls are made of his and mine are the same. † The reference to the souls shows that it is not physically love that they share but, even after death, their souls will still be as one and together. Nelly, I am Heathcliff,† they are the same person and even when Cathy dies she knows she will still be alive through Heathcliff. It is not physical, sexual desire that causes them to need each other, even though Cathy’s death destroys Heathcliff, but kind of a spiritual force which connects them together. This is also showed when Heathcliff says  "Oh, God! It is unutterable! I cannot live without my life! I cannot live without my soul! † There are also other love relationships to explore throughout Wuthering Heights, one of them being the relationship of Edgar Linton and Cathy. The relationship between the two is the exact opposite of that of Cathy and Heathcliff. Their marriage is of convenience to Cathy although Linton does adore Cathy very much. Cathy has typical reason to marry Edgar such as, â€Å"he’s handsome and pleasant to be with †¦ he is young and cheerful †¦ he will be rich, and I shall be the greatest woman of the neighbourhood. † At the time of the novel these were all perfectly acceptable reasons for wanting to marry someone and these were not things the Heathcliff could provide Cathy with. Cathy explains her conflicting emotions between Edgar and Heathcliff as, â€Å"moonbeam from lightning, or frost form fire. † Cathy and Edgar marriage is very Victorian, very typical and very acceptable, love was not a necessity. Although we can tell Edgar loves Cathy and that it means something in its own way, it is still only a mere affair next to the wild, uncontrolled passion of Cathy and Heathcliff. All of this leads me to say, no, Wuthering Heights does not reflect the attitudes of love and sex in Victorian times. Cathy and Edgars relationship defiantly does but it is not the main relationship in the novel and even so, Cathy, as a married woman still loves Heathcliff and spends time alone with him and this is not typical of a Victorian relationship as women practically belonged to their husbands and this is not the case here. This novel is completely different from other novels of its time as it doesn’t have a moral, the good are not rewarded and the bad are not punished and there was no social message, it has no defined place in literature.

America Needs More Immigrants Essay - 834 Words

America Needs More Immigrants America is sometimes referred to as a nation of immigrants because of our largely open-door policy toward accepting foreigners pursuing their vision of the American Dream. Recently, there has been a clamor by some politicians and citizens toward creating a predominantly closed-door policy on immigration, arguing that immigrants threaten American life by creating unemployment by taking jobs from American workers, using much-needed social services, and encroaching on the American way of life. While these arguments may seem valid to many, they are almost overwhelmingly false, and more than likely confused with the subject of illegal immigration. In fact, immigrants actually enhance American†¦show more content†¦Those polled seem to be at least a little open-minded in their view of the quality of new immigrants. However, in order to overcome their distrust of foreigners, Americans must abandon their suspicions and recognize, as Simon has, that our lives are enhanced by immigrants creating, not taking, U.S. jobs. Another widely held belief among Americans against immigration is that foreigners strain social service budgets. According to the same poll, sixty-two percent of non-blacks and fifty-nine percent of blacks agree immigrants use more than their fair share of government services, such as welfare, medical care, and food stamps. This belief has its roots in the nineteenth- century, when one of the first immigration laws was designed to exclude the entry of people likely to become a public Charge, according to the CQ Researcher . These beliefs are misguided and more than likely attributable to illegal immigration, which is not an issue on this topic. 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