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In Reflective Practice in Adult Education, Susan Imel displays a personal philosophy with the idea that reflection is the essential part of the learning process. She suggests that educators of adult students consider practice of reflection to extract meaning from experience by integrating it with thought and action. In Imel’s view the educator must assume the perspective of an external observer in order to identify and improve the assumptions and feelings that may be affecting the practice. Imel makes philosophical logical analysis (Ozmon and Craver) of how Dewey and Piaget maintained that learning couldn’t take place without reflection.
In fact, Dewey proposed we test our ideas and formulate critical judgments and reflective assessment of results after trying them in practice. Because it is concerned primarily with cognitive operations of ideas, Imel's theory is strong in the philosophies of Idealism, Pragmatism, and Eastern thought. The thorough evaluation of self allows inductive thinking as a way to make sense of experiences while working on shaping progress of one’s inner self. The Interpersonal Intelligence assists in self-evaluation in order to make sense out of experience in behalf of an individual’s practice (Gardner, 1993).
Imel argues that the educator must know the definition of reflective practice, including its strengths and weaknesses. She put it in basic terms as thinking about and critically analyzing one's own actions with the goal of improving one's professional practice. Van Manen (1977) adds that reflection is a process in three stages. The first concerns the effective application of skills and technical knowledge in the classroom setting. Here, reflection is limited to analyzing the effects of strategies used. The second stage involves reflection about the assumptions underlying a specific classroom practice and the consequences of that practice on student learning. This is nothing but teachers assessing the educational implications of their own actions and beliefs. The third stage entails questioning the moral and ethical dimensions of decision related, directly or indirectly, to the classroom situation. At this level of reflection, teachers make connections between situations they encounter and the broader social, political, and economic forces that influence those events.
Imel follows with the role of practice in adult education by determining that the ambiguity, complexity, variety, and conflicting values in adult educational programs make unique demands in the educator's knowledge and skills. These challenge educators to master the possibilities of new frontiers. Formal education must adopt a new method of instruction, oriented not to text-bound subject matters, but to dynamic operational skills and collaborative modes of inter-disciplinary thinking. Students will require a more refined ability to handle the language of inquiry, knowing where and how to formulate and frame their questions to obtain useful information and create empowering ideas. They will require the capacity to produce new knowledge by discovering, selecting, and combining previously unrelated data in novel ways. Education will increasingly be judged, not only by what the educated know, but also by what they are empowered to do in fulfilling their lives and contributing to the greater social good. (McClintock , 1990)
Imel concludes with strategies for reflective practice. She notes the advantages of self-awareness, development of new knowledge about a given practice, and understanding of the problems practitioners face. She admits that reflective practice could be subjected to open scrutiny of a practitioner’s beliefs, values, and feelings. Pratte and Rury (1991) agree that teaching is a moral trade. Teachers should possess a capacity for self-evaluation, of deep satisfaction at some thing well done or remorse for something failed, shame at bad work, a loss of self-respect for carelessness and intellectual sloppiness.
Imel's theory is strong about the definition and the process of reflective practice, but her position does not indicate additional details and synthesis. Her argument is weaker in accounting for evidence and creative details to support the disadvantages of reflective practice. Her thought is speculative that reflective practice may include different approaches towards what we say we do theories, and theories we actually do. Here she mentions the andragogical model and its four underlying assumptions, which according to her have been adopted by adult educators. Her lack of explanation of the model and its four assumptions indicate additional loose ends confronted by the absence of synthesis. I assume she refers to a concept similar to the Logical-mathematical Intelligence. According to Gardner, the intelligence derives from handling objects, thinking and analyzing them, and finally thinking and making relationships without objects. The different approaches in the theories of Imel's argument can be interpreted as a problem-solving method. The practitioner can target certain intent of approach, and put it to work in practice.
Imel’s points are organized in a good sequence with some logic behind them. Her approach enriches our view of reflective practice without overwhelming us with unrelated bits of information. Despite the absence of additional details on some areas, Imel’s theory centers on Dewey’s philosophy of open-mindedness, responsibility, and wholeheartedness. The concept implies a need for listening all points of views, give attention to all alternatives, search for the truth, and apply the information gained to problem situations (Craver and Ozmon).
Ben Peretz has mixed views in the idea of applying experience to personal practice. He thinks that teachers' own approaches to teaching allow them to maintain control over the inherent uncertainties of their profession. This situation might serve to make teachers and student teachers feel comfortable in their classrooms, but it does not necessarily make them effective practitioners who are reflective about their practice and sensitive to the needs of their students. Teachers face uncertainty and searching for control while living in a changing world with competing requirements and expectations of teachers. The educator’s self-images, many of which are deeply ingrained in their perceptions of their chosen role, have enormous consequences for teacher educators who are working to develop critical reflection skills. Ben Peretz adds that teachers might not perceive the realities of their own actions in classrooms. This creates dissonance between their declared beliefs and their actual practice. One might explain this blind spot in teachers' perceptions of their own role and actions as the outcome of a more idealistic view of teaching.
Imel’s article can be interpreted as feminist in nature. She refers to the teacher as “she?and “her? indicating possible bias in the area of gender neutrality. Ozmon and Craver specify that analytic linguistics emphasize proper use of language to communicate a responsible intent and convey clear ideas. Imel's intent has possible personal hidden agendas or just plain unconscious, unintended meaning.
Imel’s background includes authoring of 28 articles in the areas of critical thinking, adult education, gender and racial issues, and collaborative adult education. Her articles date from 1986 to 2000, which lead us to think she is an energetic authority in the subject of reflective practice in adult education.
The lesson on Imel’s article is that teachers are smart in many different and unexpected ways. The concept of reflective practice can bring new ideas into the adult classroom, and it can add theoretical depth to some existing teaching practices. With the theory of reflective practice we might be able to see beyond the limits of our own self and use human experience to enhance adult learning.
References
Ben-Peretz, M. (2001). The impossible role of teacher educators in a changing world.
Journal of Teacher Education. Washington.
Craver, S.M., & Ozmon, H.A. (Sixth Edition). Philosophical Foundations of Education. New Jersey. Prentice-Hall.
Gardner, H. (1993). Multiple intelligences: the theory in practice. New York. Basic Books.
Habernas, J. (1987). The Theory of Communicative Action, Lifeworld and System: A Critique of Functionalist Reason. Boston. Beacon Press.
McClintock, C. (1990). Evaluators as Applied Theorists. Evaluation Practice. ERIC_NO:
EJ407956 [On-line]. Available: http://ericir.syr.edu/plweb-cgi/fastweb?search
Pratte, R., & Rury, J.L. (1991). Teachers, professionalism, and craft. Teachers
College Record. ERIC_NO: EJ438554. [On-line]. Available:
http://ericir.syr.edu/plweb-cgi/fastweb?search
Reagan, T. (1993). Educating the reflective practitioner: The contribution of philosophy of education. Journal of Research and Development in Education.
Van Manen, J. (1977). Linking ways of knowing with ways of being practical.
Curriculum Inquiry. ERIC_NO: EJ160433. [On-line]. Available:
http://ericir.syr.edu/plweb-cgi/fastweb?search
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