My Preconceptions

I'm going to take a stab at putting down my theoretical assumptions and beliefs BEFORE I begin the analysis of my data. Although Grounded Theory seems to have the requirement that the researcher NOT come to the data with any sort of preconceived theory, I think this requirement gets misinterpreted. First, it is impossible not to have preconceived notions. We all look at the world through our own terministic screens. Dey stresses that the belief in atheoretical observation is a myth. The importance is to be open to data and be aware of the theoretical biases that you already possess. So here it goes.

I thought I would start with some assumptions I expressed about reflection in 2004 in a paper I wrote that summer at the Central Texas Writing Project:

My Assumptions about Reflection

1) Writing reflectively is a learned skill.
2) Reflection helps students formulate and gain ownership of their own knowledge
3) Reflection plays a mediating role for learning from experience
4) Reflection plays a mediating role for learning from experience.
5) Deep reflection becomes "reflexive" (or transformational)
6) Reflection helps students formulate goals and solve problems as they compose.

Surprisingly, I still hold these assumptions to be true. Underneath all of this is a certain agency that I believe this act of reflection possesses. I have thought of various comparisons to describe this agency characteristic I believe reflection has: Superman's telephone booth,and a catalyst for a chemical reaction are the chief two. It just hit me that I didn't include something that indicates a slower growth process such as an oven to bake. Reflection is not an oven; it is something that is more immediate, or at least in its local effects. Implicit in all of this also is the notion of positive change. The most idealistic change or reaction is Mezirow's notions of transformational learning which Qualley picks up on and calls "reflexive." The contemplation, examination, and critique of one's assumptions for thought, belief, or action is said to create almost magically a significant change. This is the home run of reflection.

I also believe more modest, but still significant, things can happen through the "mindfulness" reflection promotes in students. Because the prompt asks students to consider and be more aware of certain things, those items may become more defined or real to the student.

Underneath all of these assumptions also is what we might consider a belief in the magical nature of language. A lot of reflective activities done in the 80s stressed the value of verbal reflection (Boud). Yet, I am focusing on written reflections. These two kinds of reflection seem to share the idea that students putting their thoughts and feelings into words (into language) gain something from that activity. Since our thoughts and perceptions of the world are formed to a large degree within the framework of language, using language is significant for developing this thought. I prefer written reflection because the student has more time to consider what they are writing, and then they have this document to look back on.

What other assumptions do I have?
I also have a more specific notion of this generative power of reflection for Composition that I believe links directly with "invention." For writer's I believe that the most significant concern of the writer's is the negotiation of their "rhetorical stance." That is, reflection helps students position themselves (their text and their thinking) in terms of the writing situation. Reflection provides the space to be "mindful" of the writing situation and all the unique factors that come into play. It is also the place where phronesis can be enacted--that is the flexible application of general rules to specific contexts or ill-structured situations. Reflection, then, becomes the pedagogical activity that reactivates the concerns of invention.

So I bring to my examination of writing and essays a whole lot of baggage about writing process, invention and pre-writing strategies, concepts of the writing situation, and what constitutes writing growth. I firmly believe in the importance of drafting and revision as a means for working on a piece of writing--it isn't a one shot deal. This notion of the "writing feedback loop" and drafting cycle is paired with the developmental nature of learning and knowledge (i.e. Kolb's experiential learning cycle). All of these assumptions are important to me.

I also have a few assumptions regarding causes of poor reflection or a lack of reflection. These predominantly revolve around four things: learning styles, developmental factors, knowledge, and conceptual frameworks of the task. I don't know, but it could be that some people are just not hardwired to think and learn in reflective ways. Being a reflective person myself, I can hardly imagine this kind of person (but we do have George Bush as an example). King and Kitchener as well as other intellectual development models assert that reflective thinking is a higher order level of thinking that comes with more maturity and development. I don't buy this idea that younger kids can't be reflective about what they do, but it is a significant idea and one I am unsure of. Some research also showed that how well students reflected depended to a great degree both on their knowledge (how can they be mindful of something they aren't even aware of or think in ways if they don't have the knowledge to think that way) and their conception or mental schema of the task (if they see the task as being about XYZ when it really is about ABC, then of course they will fail or flail).

For now, these are the key preconceptions I can think of. For me, these thoughts seem so natural and self-evident; thus, it is so important for me to get them down and in the open so I am aware of them. They, of course, are not natural at all.