- Write a paper of 750-1,000 words in which you integrate the possible selves and stages of reflective judgment theories in the text and describe how a student who appears to be dismissing the value of an education might be encouraged to move out of a lower level and into subsequent stages of reflective judgment.
It is reasonable to accept the idea that “adults reason through dilemmas” (Kail and Cananaugh, p. 378), since all humans go through various types of analytical growth as they face more and varied life experiences which require decisions. This growth can occur naturally, or, can be “moved along” by providing information to and asking questions of a person who is ready to move to the next level of analysis. It also stands to reason that someone who is balancing on the edge of making a life decision based on personal interpretations of prior knowledge would be more receptive to gentle nudges and encouragement if this information suddenly becomes important to them. This, of course, depends upon the person and other facets of their personality.
In this scenario, an individual has apparently made a decision with regard to their life’s course which is not generally accepted to be the best for success in life. By not recognizing the value of education, they appear to be in one of the first three stages (pre-reflective) where they have constructed knowledge through their “perceptual filters” (Kail and Cavanaugh, P. 379). It also appears that they do not understand (from the little given in this scenario) that there may be more than one correct solution or approach to the idea of the benefits of a higher education.
At this stage, providing examples of others who have benefitted from higher education can be discussed. In this way, the person might move into the next stages, (quasi-reflective) where they may not personally identify with the value of a higher education, but will possibly acknowledge that each person is entitled to their own opinion as well as how they take action on their own opinion.
Not wanting to make the person’s skill acquisition haphazard it may be advantageous to provide information in a thoughtful, organized manner to allow the individual time to digest and discuss, and then build upon the information. It is important to progress methodically through thinking processes with regard to this topic in order to allow them to integrate “emotion with thought” their ideas of higher education (Kail and Cavanaugh, P. 379).
Once they have been provided examples of others who succeeded in a variety of fields because of higher education, it may be advantageous to participate in an informal discussion to see where their ideas have merit, and where their ideas are based on “just because”. In this area it is good to discover is they respect outside authority’s opinions and facts and which ones would be best to quote or bring to their attention.
Recognize that the individual has some degree of uncertainty with their ideas about higher education, especially if they are in the quasi-reflective thinking stage. By providing information with solid evidentiary backing, they can construct their own new information. This is not only beneficial for this situation, but in helping another person to realize that they must continually reevaluate their beliefs in view of any new information.
Anyone who is trying to assist this person should know that there has to be a vision of what can be, a future where they are what they would like to become (possible selves). This is not an easy task, and imagination can only take a person so far. They need to overcome their ideas of their negative self (“I could never do that!”) and help them to realize their positive self through visualization of the small steps. For example, help to see the big picture in attaining whatever they want to do or follow what their interests are. Then show them that it is a step by step process to gain experience, gain self confidence and go for the goal.
The difficult part here is helping them realize what their hopes, goals and dreams are by possibly connecting their interests to future outcomes. For example, if they like music, look to the music industry for occupations, and not just a rock star, but music engineer and other professions where the person can remain with their interests, but would need some higher education to achieve it.
Since this type of uncertainty is typical of late adolescence through early adulthood, it is important to keep the approach in context of life stages. Although today’s adults may change their long term goals several times in their lives, try to stay “in the moment” if the other individual feels that they are overwhelmed or confused at making a decision for their live long commitments. Make sure that they know that education benefits all walks of life as well helping individuals be better parents and citizens.
References
Kail, R, and Cavanaugh, J., Human Development: A Life-Span View (5th ed.). Cengage Learning, Mason, Ohio, 2010, 2007.
Kitchener, K. S., & Fischer, K. W. (1990). A skill approach to the development of reflective thinking. In D. Kuhn (Ed.), Contributions to human development: Developmental perspectives on teaching and learning (Vol. 21, pp. 48–62). Basel, Switzerland: Karger.