(This is part of the work I am doing for my Masters course “Conceptualizing the Learning Sciences” at the University of Calgary as part of my Design Learning program. I am planning on posting my work here, as well as on the site that my course is based on. This may not interest anyone beyond me, but when it comes to reflections, I like to post mine on my blog regardless of whether they are simply for me, for my PLN, or for another purpose like my Masters coursework.)
I was hot. And I don’t mean temperature, although my emotional response seemed to cause my temperature to rise as well. The readings I had for my class included one, that no doubt had profound and powerful ideas to put forth, but involved some pretty dismissive language towards current practices in schools. (Our class discussion today helped me understand how a lot of this had to with how I took the article and probably not the intent of the author) I found myself getting angry and defensive as I read, thinking of how the language was putting down my teaching, and more importantly, of the work the teachers in our school had done. As I worked through the paper, which I did finish, I found my ability to take in what the article said very limited.
I was really upset. This learning I am undertaking is important to me, I see it as a method to help teachers improve their teaching, and help our school improve student learning. When I read these articles, I read them from perspectives of “how can I bring this to our teachers?” and “how can this improve the learning for our students?”. I found the language in this particular paper turned me off, and I would imagine could turn off others. I am in a program to explore the learning sciences because I believe in research guiding practice, and I want to help bridge the research to the practitioners. I feel like my position, as an assistant principal, puts me in the perfect spot to be a bridge for the research connecting with our teachers. So then why would someone write in a way that would have such a negative effect on a person who could help spread the impact of their research?
After discussing with the class, and with some very gentle assistance from my professors Michele Jacobsen and Sharon Friesen, I was helped to a place where I could see that the researcher was not writing to offend, but rather to challenge and improve practice. The conversation helped me better understand the valuable information from the article and I was at a place to move forward. I even saw a post on twitter about The 12 cognitive biases that prevent you from being rational that suggested that I was letting my connection with the staff of my school cloud my judgement:
Ultimately, the ingroup bias causes us to overestimate the abilities and value of our immediate group at the expense of people we don’t really know.
In the end, I am glad I experienced this with the reading, as it will be something to be prepared for in future readings and will help me take a less subjective stance when I read.
Is there not something to be said for the importance of audience when academic writing takes place? I understand that the writing has a much broader audience than just practicing educators, but we do make up a component of that audience. Can the academic writing of the Learning Sciences purposely take that into account to help teachers utilize their research, and maybe consider them in their writing? Maybe I am asking too much, but I know that as my learning causes me to get excited about the potential the Learning Sciences has for improving our practice, I struggle with how I am going to help others see this potential. I would hate for anything to get in the way, even something like the emotional response that reading can have on the learner.
The 12 cognitive biases that prevent you from being rational. (n.d.). io9. Retrieved July 15, 2014, from http://io9.com/5974468/the-most-common-cognitive-biases-that-prevent-you-from-being-rational?utm_content=buffera0e2c&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer