RE: reflective writing

[Steve Gabosch <bebop101@comcast.net>]

Here is some of my reflection on reflective writing.  In my opinion, 
putting things a bit simplistically but concretely, schools try to teach 
people (more or less) how to belong (or believe they belong or want to 
belong) to specific social classes (preferably one of the middle classes, 
but not necessarily) and (presumably) teaches people how to make themselves 
qualified for seeking certain kinds of employment.  That the employers keep 
schools as far away from their hiring (and firing and laying off and 
promotion) processes as possible of course creates a host of impossible 
dilemmas for the education system, some of which Mike pointed directly to 
in saying that universities were set up "to be separate."

From a school's point of view, reflective-type activities (writing, some 
meetings with teachers, advisors, etc.) seem to me to be ways of monitoring 
this process of integrating a student into their "chosen" class and 
employment-area track (white collar, blue collar, pink collar, working 
class, middle class, etc. etc.).    How we speak of ourselves, our 
experiences, our histories - how we outwardly "reflect" - is a very 
important piece of the puzzle of becoming "part" of any particular social 
class and seeking particular lines of employment.  (Bourdieu's intriguing 
notion of "habitus" may be useful here.)

By writing a reflective piece to be read by a "teacher-audience" - and 
perhaps also other students - and now, apparently as part of a computer 
program to accompany certain college courses, which as Ann explains, 
motivated her questions - students learn some things about how to be 
"appropriately" reflective.

A serious teacher, however, may have their own reasons to encourage 
reflective forms of thinking and writing.  As Jay emphasizes, becoming more 
aware of change, especially institutional and social change, is one likely 
reason for and consequence of reflective writing, uncomfortable as that may 
be.  Mike's reasons for his end-of the quarter exercise - where the 
undergraduate students discuss the evolution of their twice-a-week 
reflective writings about their experiences with the kids and other 
undergrads in the course - would be interesting to pursue.  Other teachers 
may engage students in this kind of writing to encourage introspective 
thinking - to focus on personal or even spiritual growth, perhaps.

My undergraduate program at Antioch University Seattle requires 
"self-assessments" from the students in their Bachelor of Arts Completion 
program - significant reflective writings that become part of the permanent 
record of the self-designed degree program and graduation package of each 
student.  Although Antioch explains their reasons for requiring this 
reflective writing in very general terms - being a good citizen in society 
and developing one's self and so forth - I think the more specific reasons 
I mention above capture their essential motivation (that is, of course, if 
one accepts the idea that we live in a highly class-structured society).

My approach here leads to answering Ann's question about her school's 
computerized reflective writing system - "is this an unacknowledged case of 
asking students to adopt a persona?" - with a fairly solid "yes."  It does 
seem to be about adopting a persona - about enculturating a person into 
some layer of society, or at least giving them some kind of an introduction 
to it, and adding to their collection of cultural repertoires ways to 
"appropriately" and "relevantly" discuss with others (superiors and peers) 
what is happening - I love this word David introduced - "intracranially."

Finally a question to Ann - your comment about Vygotsky intrigues me.  What 
did LSV have to say about reflection?

Best,
- Steve

from Ann's Jul 13 post:
> When we ask students to reflect on their learning are we imagining that they
> really can tell us? Or, is this an unacknowledged case of asking students to
> adopt a persona? Shouldn't we examine the activity system in which this
> occurs and create opportunities for students to understand what the
> situation calls for?
>
> . .. . Obviously, I'm still working on this. . . How can we make sure that
> reflection is the social process that Vygotsky (I think) intended?  How can
> we keep from slipping back into the language of the individual
> learner/knower who reports on his/her internal awareness?
>
> Ann M. Feldman
> feldman@uic.edu

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