Guided Reflection E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 788

Veröffentlichungsjahr: 2011

Beschreibung

"...an important text for practitioners...this text is a valuable tool that develops self-inquiry skills."
Journal of Advanced Nursing

Reflection is widely recognised as an invaluable tool in health care, providing fresh insights which enable practitioners to develop their own practice and improve the quality of their care. Guided Reflection: A Narrative Approach to Advancing Professional Practice introduces the practitioner to the concept of guided reflection, in which the practitioner is assisted by a mentor (or 'guide') in a process of self-enquiry, development, and learning through reflection in order to effectively realise one’s vision of practice and self as a lived reality.

Guided reflection is grounded in individual practice, and can provide deeply meaningful insights into self-development and professional care. The process results in a reflexive narrative, which highlights key issues for enhancing healthcare practice and professional care. Reflection: A Narrative Approach to Advancing Professional Practice uses a collection of such narratives from everyday clinical practice to demonstrate the theory and practicalities of guided reflection and narrative construction. In this second edition, Chris Johns has explored many of the existing narratives in more depth.  Many new contributions have been added including several more innovative reflections, such as performance and art.These narratives portray the values inherent in caring, highlight key issues in clinical practice, reveal the factors that constrain the quest to realise practice, and examine the ways practitioners work towards overcoming these constraints.

Leseprobe

Contents

Preface

Freedom to practice

Structure of the book

Reference

Contributors

Chapter 1 The basic scheme

Narrative

The basic Collaborative research

Beginnings

Reflection

Personal knowing

The influence of a critical social science

Hermeneutics

Buddhist psychology and ancient wisdom

Bringing the mind home

First nations

Performance of possibilities

Self-inquiry as chaos

References

Chapter 2 Constructing the reflexive narrative

Dialogue

The first dialogical movement

The second dialogical movement: from description to reflection

Describing reflection

Structured reflection

Commentary on the MSR

Framing perspectives

Reflection on using the MSR

Dwelling with the text

Arts

References

Chapter 3 Deepening insights

Guidance

Group inquiry

Dialogue

Co - creating meaning

Why guidance

The balance of high challenge and high support!

Guidance traps

Chapter 4 Weaving the narrative

Reflexivity

Pattern

Tinkering

Lou

Representation

Which version reads better?

Art

Imagery

Metaphor

Narrative thread

Narrative style

References

Chapter 5 A feminist slant

Christopher Johns

Colleen Marlin

References

Chapter 6 Awakenings

My first assignment

My second assignment

My third assignment

From old end chapter: Aileen’s narrative

Chapter 7 Finding a new way in health visiting

Background

Helen

Conclusion

Footnote

References

Chapter 8 Falling through the net and the spider’s web: two metaphoric moments along my journey

Spaghetti junction

Reflective guidance

Commentary

Endnote

Chapter 9 Climbing walls

Preamble

Sketch 1

Sketch 2

Sketch 3

Sketch 4

Sketch 5

Sketch 6

Sketch 7

Sketch 8

Sketch 9

Sketch 10

Sketch 11

Sketch 12

Sketch 13

Sketch 14

Chapter 10 Refl ections on performance

What is performance and when does it occur?

Reflective/non-reflective performance

Performance and the nature of reflection

Performance as efficacy

Performing liminal experience

Performing Climbing walls

A look at process - moving into performance

Embodiment

Rejecting naturalism

Towards authenticity

Readiness: working with energy opposed to technique

References

Chapter 11 More than eggs for breakfast

Preamble

More than eggs for breakfast: a narrative of becoming a leader

Beginning of the end – charge nurse – April 2006

Student nurse – early Autumn 1997

Staff nurse – April 1999

Charge nurse – Autumn 2003

My insignificant conflict

The NHS bully – July 2004

That extra mile – October 2004

The collective – January 2005

Prejudices and anger – March 2005

An acceptable war zone – May 2005

Confidential – August 2005

Growling like a tiger - October 2005

Please do not ignore me – December 2005

David and Goliath–January 2005

Recapturing my good will – March 2006

The end of the beginning – April 2006)

References

Chapter 12 Shifting attitude with deliberate self-harm patients in Accident and Emergency (A&E)

Background

Session 1: beginnings

Jane’s reflection

Session 2: avoidance

Session 3: Moving from avoidance towards connection

Session 4: Confronting my resistance

Session 5: Nurturing my concern

Session 6: Realising right attitude

Session 7: Knock back

Deeper reflection

Footnote

References

Chapter 13 Jane’s rap: guided refl ection as a pathway to self as sacred space

Session 1

Between sessions

Session 2

Session 3

Between sessions

Session 4

Session 5

Between sessions

Session 6

Chapter 14 Audiencing

Performance turn

Chapter 15 Coherence and ethics

Coherence through the six dialogical movements

Ethics

References

Chapter 16 An accidental tourist

Postscript

References

Chapter 17 Reflections

References

Appendices

Appendix 1

References

Appendix 2

Index

This edition first published 2010

First edition published 2002

© 2002, 2010 Blackwell Publishing Ltd

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Library of Congress Cataloging-in-Publication Data

Guided reflection: a narrative approach to advancing professional practice / edited by Christopher Johns. – 2nd ed.

p.; cm.

Rev. ed. of: Guided reflection/Christopher Johns; with contributions from Aileen Joiner... [et al.]. 2002.

Includes bibliographical references and index.

ISBN 978-1-4051-8568-4 (pbk.: alk. paper) 1. Nursing–Philosophy. 2. Self-evaluation.

3. Self-knowledge, Theory of. 4. Holistic nursing. I. Johns, Christopher. II. Johns, Christopher.

Guided reflection.

[DNLM: 1. Philosophy, Nursing. 2. Mentors. 3. Nursing Assessment–methods. 4. Nursing

Care–psychology. 5. Nursing Evaluation Research-methods. 6. Self Assessment (Psychology)

WY 86 G946 2010]

RT84.5.J6363 2010

610.7301-dc22

2010001842

Preface

Freedom to practice

This book reveals narrative as a journey of self-inquiry and transformation towards selfrealisation – a way of enabling health care practitioners to research self in the context of their clinical practice within a community of inquiry. Self-inquiry, through skilled and dedicated guidance, is seeing what is and going beyond it towards self- realisation, however that might be known. As Anderson (1996) notes:

‘If one has not seen what is, how can we go beyond it?’ Unfortunately, academic practice shows little or no understanding of ‘seeing what is’ in the context of genuine self-inquiry. (Words in quotations by Krishnamurti)

It is not an easy journey for the path is strewn with barriers. Issues of force, tradition and embodiment lie in wait to constrain the erstwhile practitioner. We may lack commitment, tired and burnt out from working within seemingly uncaring environments and trapped in our own complacency and ritualised patterns of practice. Seeing self in the reflective mirror may simply be too uncomfortable. Caught in the glare of guided reflection many practitioners will scurry back to their dark caves of habitual practice. Yet, others, intrigued by new vistas, will grasp the opportunity of reflection as an opportunity to liberate themselves from the shackles of habitualised practice to realise their visions of self and practice – to take themselves seriously as practitioners who have been entrusted by society to care. This is no casual agenda, for failure to care adds to suffering when the demand is to ease it. This must be the quest of all practitioners, to know and realise self as caring within everyday practice.

The narrative approach in this book builds upon the ideas set out in the first edition published in 2002. Since then, my insights on narrative have been continuously tested through my own and my students’ narratives. New programmes developed at the University of Bedfordshire have been formally constructed around narrative. Most significant is the master’ s in clinical leadership (now MSc in Leadership in Healthcare Practice) commenced in February 2002 whereby students construct narratives of being and becoming the leader they desire to be commencing on the first day of the programme. In 2005, I established the school of guided reflection and narrative inquiry to create a focus for doctoral work using narrative. Over this time, the reflective turn moved naturally into a narrative turn and now into the performance turn, marking a distinction between representing lived experience as narrative to presenting it as performance.

The narratives in this book explore the way practitioners do make a difference and the way this difference can be nurtured. Practitioners must be committed to what they do and accept responsibility for ensuring they are most effective, challenging habitual ways of viewing and responding to practice situations. By placing self at the core of the learning process of self -inquiry, commitment and responsibility are foremost in the reflective lens.

Narrative is not primarily an intellectual pursuit. Rather, it is a genuine endeavour to become better at what we seek to do. For health care practitioners this must mean becoming most effective in our caring and healing practices. It is both our destiny and responsibility if we choose to walk this path. If narrative of self-inquiry is riddled with contradiction as a research process then that is no more than a reflection of life itself. As reflective practitioners we learn through experience. We can never eradicate contradiction because as our understanding deepens, deeper contradictions emerge.

The post- modern turn may dissect our taken for granted ways and partial views of being in the world yet it can feel detached like a cold blade dissecting a living body. In doing so it can lose sight of the practical focus of self-inquiry to realise self- realisation.

Structure of the book

The book is set out in 17 chapters. Chapters 1–5 set out the narrative approach in which I unfold and explore the various influences that have guided my thinking about the nature of narrative as self-inquiry and transformation towards self- realisation. These chapters in themselves contribute to my continuous reflection on working within reflective practices as therapist, educator and researcher over a 20- year period. In this sense, the chapters are partially written as a personal narrative of my own journey of realisation. Within these five chapters are exemplars taken from my students’ narratives at both master’ s and doctoral levels.

As I emphasise throughout, narrative is not prescribed. The ideas I set out and indeed the ideas I do not set out, are no more than tentative paths to consider and follow mindfully, if at all. Yet, we do need some guidance to get going, no more so than a skilled guide and peers within a community of inquiry. These things are not done so well alone or without a skilled guide. Guides must have a strong narrative pedigree, for narrative is only learnt and honed through the doing and reflecting on it. If someone offers a formula, you know you are in the wrong place. Narrative is not learnt from books or theories. It just doesn’t work that way.

Guided reflection is the weaving of two strands of being and becoming. Being is the reflection of the practitioner’ s clinical practice as known through reflection. The stories written in a reflective journal or shared in guided reflection. Becoming is the reflection of the practitioner’ s journey from where she1 is at now to where she wants to be as known by looking back through the unfolding series of reflected-on experiences to perceive self as transformed or not. The perception is given form by drawing on appropriate markers. Guided reflection unfolds and weaves the practitioner’ s unique pattern of being and becoming in narrative form.

This idea of knowing as being was inspired by Doug Boyd (1974). He wrote, in relation to his experience with Rolling Thunder, a Western Shoshone Native American medicine man, who believed that understanding could only be experienced, juggled and pieced together until the person knows it is right. It cannot be verbally communicated. You sort of have to dwell wisely and intently with narrative and it reveals its insights and patterns. It is as if the body gets to know the dance as a natural thing, something less thought about but lived. This takes time it and like most creative things it cannot be prescribed or rushed.

A Feminist slant (Chapter 5) is developed from the first edition (Chapter 2, pp. 40–44). Since writing the first edition, I have come more to realise the blend between the masculine and feminine within narrative. I invited Colleen Marlin, Professor of English at Centennial College in Toronto, to write the empathic poems to give voice to the self – harm patients within Jane’s rap (Chapter 13). Such were the power of these voices, both masculine and feminine, that I invited her to contribute to the idea of ‘writing as woman’- no easy task considering the way woman in intellectual writing has been socialised within dominant patriarchal patterns of learning that privileges rationality and order. ‘A feminist slant’ endeavours to address this domination, asserting the legitimacy of a narrative scholarship and academic form that most reflects the contradictory, complex and multi- patterned lived experience – an issue I pick up on when I explore the nature of the coherent narrative (Chapter 15). Colleen writes as she travels on a train. She uses the metaphor of ‘backyards’, which she views from the train for a feminist perspective in contrast to ‘frontyards’, which may characterise more masculine narrative – all appearance and orderly.

What follows is a collection of narratives that illuminate the narrative approach. It is the skill of the narrator to turn the apparent mundane, the ordinary into something extraordinary, in ways that grip the reader’ s attention. Each narrative offers a deep insight into everyday practice and invites the reader to relate to the narrative in terms of her own experiences. In this way the narratives intend to be deeply both challenging and informative, and open a reflective space for readers to dwell and consider their own experiences. It is the value of reflective texts to open spaces for dialogue and learning.

From the first edition I have omitted the three narratives2 that I had constructed based on extensive notes that I had recorded verbatim during guided reflection sessions with the practitioners. Although I had given these notes and the constructed narrative back to the practitioners for verification, the narrative was my version.

With hindsight, I know better now. Either I should have written my own narrative of guiding these practitioners and guided them to write their own stories if they had been appropriately motivated. Whilst they verified my notes, they were my interpretations. What else were they thinking, feeling, acting that was significant that was not revealed in the guided reflection sessions?

‘Awakenings’ (Chapter 6) has been retained from the first edition. I edited this narrative from Aileen Joiner’ s reflective assignments whilst undertaking the ‘Becoming a reflective and effective practitioner’ programme at the University of Luton. In her narrative, Aileen, drawing inspiration from ‘Demian’3 by Herman Hess (1969) describes herself as a seeker rather than a scholar, and that this search is found in her experience rather than in books or gazing at stars. This seeking enters her blood as she begins to listen to her body where she finds meaning. Reflecting Demian, Aileen continues:

Mine is not a pleasant story, it does not possess the gentle harmony of invented tales; like the lives of all men who have given up trying to deceive themselves, it is a mixture of nonsense and chaos, madness and dreams. The life of everyman is a way to himself, an attempt at a way, the suggestion of a path. … Each individual, who is himself an experimental throw from the depths, strives towards his own goal. We can understand each other; but each person is able to interpret himself to himself alone.

I was going to omit Aileen’ s narrative, but I couldn’t because, as the words above illuminate, her work profoundly reflects the spirit and quest of reflection, as a moment for reflection on reflection and as an exemplar of setting out a (hermeneutic) background.

I have also retained Yvonne Latchford’ s narrative (Chapter 7) simply because it illuminates the idea of a critical social science as she strives in unison with her client to find voice and gain participatory competence whereby both she and her client can overthrow their perception of oppression and realise more satisfactory lives for Yvonne as a practitioner and for her client as a mother. In editing the narrative, in the light of narrative experience, just a few changes were made to the narrative form, such was its initial excellence. Whilst the references are now dated to government and health visiting, the same issues still haunt health visiting today as it continues to be marginalised as a profession within an health agenda that seemingly does not value health protection beyond its obvious rhetoric. Such (unhealthy) contradiction has become seemingly ingrained within the health visitor’ s persona.

Maria Fordham has been a doctoral student since 2005. She is now weaving her narrative towards completion and examination. Her chapter comprises two pieces of narrative taken from the whole narrative that are reflexively linked. She shows the profound nature of her work with homeless people and the struggle to be heard in political corridors. Using the metaphor of a ‘net’, her work is an exemplar of social action in the way stories can be used to empower and change people. Maria has revolutionised homelessness care in Bedford through her work. She is also a talented story-teller, weaving words, art and poetry into poetic prose.

‘Climbing walls’ (Chapter 9) was my first directed performance with my dance and theatre colleagues, Amanda Price, April Nunes Tucker and Antje Diedrich. It has been performed in public theatre to good acclaim. It is an experiential work exploring the idea of performance developed from reflective journals. The performance narrative tells my story of journeying with a woman experiencing breast cancer treatment over the first six months following her diagnosis.

April, Amanda and Antje (Chapter 10) reflect on this performance juxtaposed with theoretical ideas about performance. Can there be a theory of such performance? We think not, yet we have learnt much doing it. With the emergence of the performance turn and performance ethnography, such issues require appreciation as we move narrative and curriculum into a performance turn. Perhaps the most significant issue in the performance turn is the idea of SHOW NOT TELL. This is a profound appreciation, that reflective practice intends to show people another way rather than tell them about another way. Performance enables people to embody learning by listening with their whole self.

‘More than eggs for breakfast’ is a line taken from a Tony Hancock script when he commenced journalling. The narrative (Chapter 11) sets out John- Marc Priest’ s journey of being and becoming the leader he desires to be within a hospital emergency department. This narrative is one of 40 or more similar narratives written by students on the MSc in Leadership in Healthcare Practice programme at the University of Bedfordshire (www.beds.ac.uk/rpf). The programme is an exemplar of creating a community of inquiry. Students commence their narratives from day one, using dialogue from taught modules to inform their journey. John- Marc’ s narrative was chosen to represent his type of narrative because of his novel use of time within the narrative and because it is so well written. Here, I have included the performance I constructed/edited from his original narrative and first performed in Toronto, 2008, at the Reflective Practice Conference hosted by Centennial College.

I extensively edited Jane Groom’ s narrative on working with self – harm patients in A & E (Chapter 12), which was included in the first edition of the book. I wanted to keep this narrative in the new edition because it demonstrates the way reflective practice can lead to profound change. In editing the narrative I developed my own voice of Jane’ s guide so I could use the narrative as an exemplar of guiding reflection. From this new narrative I constructed Jane’ s rap, reducing her 10 500- word narrative into 4000 words. As noted previously, I invited Colleen Marlin to write the empathic poems. Feedback from performances to date endorse the narrative as powerful in confronting normal uncaring practices. So the performance turn gathers pace through my own work and collaboration with others. It is profound turn that influences narrative construction and moves narrative into overt social action. I sense we are just at the beginning of this adventure.

The idea of social action is linked to the relationship between narrative and its audience (Chapter 14). Whilst narratives of self-inquiry have an intrinsic value for recording the narrator’s own journey of self- realisation, there is also the idea of using narrative as social action. ‘Audiencing’ explores some ideas about this relationship between narrator/ performer and audience. Narratives of self-inquiry, not least for academic scrutiny, need to be coherent and ethical. I have taken an approach (Chapter 15) that positions coherence as a whole within the hermeneutic spiral of being and becoming. So whilst aspects of coherence such as rhizomatic validity can be explored, such exploration is always against a background of whole coherence. Hence, there can be no specific criterion of coherence that stands alone. Coherence is essentially irreducible. Again this is an experiential idea as I endeavour to find meaning in coherence. Ethics as always is controversial with experiential work.

Lei Foster is another doctoral student. His piece ‘An accidental tourist’ (Chapter 16) is a reflection on his journey. As with all Lei’s work it is both clever and witty, and helps at the end of such a book to gain a sense of perspective. And finally, I pause for my own brief reflection (Chapter 17), both a summing up and opening towards new horizons. Nothing is certain within this book, narrative is always an adventure and yet as selfinquiry nothing could be more vital if we take ourselves seriously as practitioners. Research becomes lived day by day. Everything becomes meaningful as practitioners become mindful through reflection. The real stuff.

Christopher Johns

May 2010

Reference

Anderson A (1996) Introduction. In: Krishnamurti J. Total freedom: The essential Krishnamurti. Harper Collins, San Francisco, pp. xi–xiv.

1 I have used ‘ she ’ for practitioner and ‘ he ’ for guide throughout for ease of reading.

2 These three narratives are:

• Striving to realise leadership;

• Becoming available within the hustle of a medical ward;

• Realising the therapeutic relationship with head and neck cancer patients and families.

3 This was mis-spelt as Damian in the fi rst edition.

List of contributors

Antje Diedrich

Senior Lecturer in Theatre and Course

Leader for BA English and Theatre

University of Bedfordshire

Bedfordshire

UK

Maria Fordham

Specialist Public Health Nurse – Homelessness

Bedford Primary Care Trust

Bedford

UK

Lei Foster

Mental Health Nurse

Bedford Community Mental Health Team

Bedfordshire and Luton Mental Health and

Social Care Partnership NHS Trust

Bedfordshire

UK

Jane Groom

Lead Nurse

Accident & Emergency

Kettering General Hospital NHS Trust

UK

Christopher Johns

Professor of Nursing

Refl ective Practice Forum

University of Bedfordshire

Bedfordshire

UK

Aileen Joiner

Senior Team Manager

Learning Disability Service

Milton Keynes General Hospital NHS Trust

UK

Yvonne Latchford

Counselling Student

(formerly Health Visitor)

Colleen Marlin

Professor of English and General Education

Centennial College

Toronto, Ontario

Canada

April Nunes Tucker

Lecturer in Dance

University of Bedfordshire

Bedfordshire

UK

Amanda Price

Principal Lecturer in Theatre

University of Bedfordshire

Bedfordshire

UK

John - Marc Priest

Emergency Registered Nurse

Vancouver Island Health Authority (VIHA)

Victoria, BC

Canada

Chapter 1

The basic scheme

Christopher Johns

The philosophical assumptions that underlie a ‘method’, and whether those assumptions are consistent with the researcher’s own view, seem to me to be at the necessary starting point of inquiry. (Koch 1995:827)

The basic scheme is quite simple – that people can learn through their everyday experiences to become who they want to be. This requires a vision and perhaps some guidance along the journey. The journey is written as narrative. The narrative might then be read or performed in public spaces for dialogue and social action.

What started as scribbling in a journal one evening becomes a performance in a public theatre. Such is the dramatic potential of such inquiry. Nothing can be more significant to a professional, no matter what discipline, than his or her own performance. When we are mindful enough, practice becomes a narrative unfolding. In this way self-inquiry research is something lived, unfolding moment by moment. It becomes a profound way of being in the world.

In the first edition of this book, I opened Chapter 1 with the words ‘Guided reflection is a process of self-inquiry to enable the practitioner to realise desirable and effective practice within a reflexive spiral of being and becoming’.

Since I wrote these words over eight years ago, the world has turned. The reflectiveturn has evolved into the narrative turn. As I gain greater insight into narrative construction and form, I appreciate that guided reflection is part of the process of narrative, albeit the most vital. Appreciating this turn, I have substituted narrative for guided reflection. I also prefer to talk of the research as a journey of being and becoming, not as a process, as if it were being manufactured.

I now describe narrative as a journey of self-inquiry and transformation towards selfrealisation. The emphasis on self-realisation acknowledges that this journey is about being and becoming. It shifts from an outward focus on realising desirable practice to an inward focus on realising self.

Narrative

This is a book about narrative. Wikipedia informs that:

A narrative is a story that is created in a constructive format (written, spoken, poetry, prose, images, song, theater or dance) that describes a sequence of fictional or non-fictional events. It derives from the Latin verb narrare, which means ‘to recount’ and is related to the adjective gnarus, meaning ‘knowing’ or ‘skilled’. (Ultimately derived from the Proto-Indo- European root gn[oline]-, ‘to know’.) The word ‘story’ may be used as a synonym of ‘narrative’, but can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative. An important part of narration is the narrative mode.

Ideas help to sense and shape meaning but as I shall reveal, narrative can be only known through living and reflecting on it. The idea of living or being narrative reflects an ontological perspective in contrast with an epistemological perspective concerned with ideas and doing narrative. The ontological is a higher level of consciousness.

Mattingly (1994:811) writes:

Narrative plays a central role in clinical work, not only as a retrospective account of past events, but as a form healers and patients actively seek to impose on clinical time.

Narrative, through reflection, nurtures mindfulness. Narrative is mindful practice, mindful research, mindful teaching. Hence the more I reflect on my experience, the more aware I become of those things in my practice. It is a spiral that feeds itself leading to higher level of consciousness, towards enlightenment.

Practice, whatever its nature, is always uncertain, unpredictable, a mystery unfolding simply because human encounter is unique. It has not been lived before. As experts, claiming knowledge, we may think we know but knowing can never be certain with human encounter (Johns 2009a). As such, we must hold our ideas and frameworks loosely for their value to inform each encounter. Research is like this, something lived, a mystery unfolding. An over - reliance on method − ‘this is how you should do this’ resists play, forcing things into a certain shape and in doing so distorting the truth. Truth needs to find its own expression. This is so obvious yet people cling to method as if their life hangs upon it.

There is no ‘correct’ method to guarantee true results (Lather 1986). Methodology is no longer bound by the prescribed rules and boundaries of positivist thinking. Instead, the current era of post positivism allows a multiplicity of methods in order to make sense of human experience (Bentz and Shapiro 1998).

My approach to narrative inquiry is informed by diverse influences woven into a coherent pattern. Since first formulating this research approach, I have continued to dialogue with diverse methodological influences − exploring and playing with these influences in terms of the ‘whole’ as if within a hermeneutic cycle where understanding of the whole deepens. Working on my own narratives, and more recently on performances, and working with students at both master’s and doctoral levels, has enabled me to dialogue with these diverse philosophical ideas from a practical level for, sensing and relishing the subtlety of their nature.

Perhaps as a defensive gesture I adhere to the idea that narrative inquiry is always experiential. It is never certain. However, philosophical and theoretical ides do help shape the path and guide the steps along it. They have a utility - what is their value to inform me? So whilst there is no formula to construct narrative, guidelines are helpful, notably the idea that self -inquiry narrative is always reflexive and coherent. Mighty words indeed. Perhaps other people’s approaches to narrative do not make this demand. Hence when we talk of narrative we must be clear what we are talking about given the diverse usage of this word.

The basic To reiterate – there is no formula. Like a mountaineer feeling his way along the edge of a crevice, the narrator pays attention to each step along the way with care because the terrain is unknown, a mystery unfolding. Ideas can be like crevices where you plunge and lose your way. We can get lost in method or what Janesick (2003:65) describes as methodolatry:

a combination of the words method and idolatry to describe traditional researcher’s preoccupation with selecting and defending methods to the exclusion of the actual substance of the story being told.

We hold a vision of self and practice, and each step is mindfully taken along the narrative path towards realising the vision as something lived. It is called ‘the plot’

Weinsheimer (1985:6–7) citing Gadamer (1974) writes:

Everywhere where one has to come across something which cannot be found by learning and methodical alone – that is, everywhere where invention emerges, where something is owing to inspiration and not methodical calculation – there it depends on ingenium, on genius (TM:50).1Thus it is clear why Gadamer avows any attempt in TM to ‘develop a system of regulations that could describe or even direct methodical procedures of human science’ (TM:xvi) Such an endeavour would be futile, for there is no art or technique onto things/ there is no method of stumbling.

Stumbling seems to me the perfect descriptor for inventing my approach to narrative inquiry. No doubt if I was to retrace my journey I would do it differently. I would have found other influences that would have been equally persuasive. Hence, those practitioners whom I guide are urged to find their own paths, even as they are informed by my own. I emphasise to hold all ideas lightly because the footsteps of others can lead into blind alleys if you are not mindful enough.

Consider the following description of narrative by Art Bochner (2001:134–135):

I see narrative inquiry as a turn away from as well as a turn towards … the narrative turn moves away from a singular, monolithic conception of social science toward a pluralism that promotes multiple forms of representation and research; away from facts and toward meanings; away from master narratives and towards local stories; away from idolizing categorical thought and abstracted theory and toward embracing the values of irony, emotionality, and activism; away from assuming the stance of the disinterested spectator and toward assuming the posture of feeling, embodied and vulnerable observer; away from the writing essays and toward telling stories.

Bochner inspires and fuels revolution to break out of conformity that chokes the imagination and stifles creative work. He opens the possibility that research is legitimately art not science (and the intellectual and political crisis of legitimacy!). He sets up narrative as a movement away from a monolithic conception of social science towards apluralism. Of course, he also sets up the problematic of pluralism notably − well these words are all well and good but how does it all fit together and work in coherent ways? The challenge is to move from reflections on experience to telling stories, to constructing narratives and then perhaps to performing them within an agenda of social change.

Table 1.1 Methodological framework, version 1 (c.2002) Hermeneutic cycle/Kosmos/Gestalt

Critical social theory Hermeneutics Phenomenology Evolutionary consciousness Guided reflection: A co - developmental and collaborative research process Literature Dialogue Ancient and spiritual wisdom Empowerment theory Reflective and supervision theory Feminism

Table 1.2 Methodological framework, version 2 (c.2006)

Critical social science and empowerment Hermeneutics and dialogue Narrative inquiry The feminist slant Guided reflection as a journey of self - inquiry and transformation Ancient and spiritual wisdom Auto - ethnography (autobiography) Reflective theory Chaos theory

Table 1.3 Methodological framework, version 3 (c.2009)

Hermeneutics Performance studies and performance ethnography Buddhist psychology Critical social science Empowerment theory Collaborative theory Narrative is a journey of self - inquiry and transformation towards self - realisation Narrative is a journey of self - inquiry and transformation towards self - realisation Guided reflection and narrative theory Auto - ethnography and autobiography Feminist slant Chaos theory

So, in constructing narrative I put on my pluralistic hat (well I think it is a pluralistic hat − would I know one if I saw one?) and begin to weave diverse influences into a methodological pattern that shifts as I come to better understand these influences in themselves and their synergy as a pattern. I then attempt to weave these ideas within a patterned whole. My understanding of this pattern continues to evolve as I engage the ideas in practice and read more widely (see Tables 1.1 − 1.3). Bourdieu’s Sketch for a self-analysis (2007) lies invitingly on my desk, as yet unread.

Understanding of ideas must always tentative because of their deep philosophical nature and the inevitable partiality of interpretation as I engage with these ideas within my own experience of narrative, assimilating and simmering such ideas within my narrative knowing. A slow cook to get full flavour.

The basic Collaborative research

Narrative as self-inquiry resonates with collaborative research theory (Reason 1988). Collaborative inquiry exists when all participants contribute to the design and management of the research as a mutual process of co-inquiry, negotiated social action and personal development. It intends a harmonising of power within the relationship in order for dialogue to flourish. Nice idea, yet easier said then done. People’ s shared backgrounds do not necessarily lend themselves to collaborative work within prevailing bureaucratic health care service cultures characterised by an emphasis on a tradition of authority that has imposed subordination and dependency.

In writing my narrative as a complementary therapist, I am telling my own story in relationship with those with whom I practice. I am not telling their story, even though I show an empathic detail about their lives. I obscure identity and even write fiction to protect the identity of those I relate with in my stories. Using my judgement I inform people that I reflect on my practice as routine and construct narrative that may at some time be published or performed. It is an extension of the caring relationship. Practice becomes narrative, empowering and healing for practitioners and patients (Colyer 1996; Kralik et al. 2001).

Beginnings

Let me turn the clock back to the beginning. In 1989, in my role as lead nurse at Burford Community Hospital, I commenced a project to facilitate practitioners to realise holistic practice as set out in the hospital vision (Johns 1998, 2009b). I entered into guided reflection relationships with practitioners whereby I would guide their learning through the experiences they disclosed in the sessions. These sessions were about an hour long and held every two to three weeks. My agenda was to fulfil my assumed leadership role to enable practitioners to become effective practitioners. Through the project we came to appreciate deeper the nature of holism, the holistic practitioner role, those things that constrained its realisation − either embodied within the practitioner or embedded in organisational systems and patterns of relationships, and guided reflection as collaborative inquiry.

On moving to university in 1991 I developed curriculum grounded in reflective practice that fundamentally shifted the relationship between practice and theory. Now we learnt through stories informed by theory as appropriate. Practice was a hook to hang the theory hat on. Theory became more meaningful and more easily assimilated within personal knowing. Assignments were narratives of transformation.2 The first guided reflection dissertations were constructed.3 In 2004 I commenced the MSc in Leadership in Healthcare Practice programme whereby students constructed narratives of being and becoming the leader they desired to be.4 The programme itself became a community of inquiry to guide this work. In this way teaching and research became one.

In 2003, in my role as visiting professor at City University I started working with Louise Jarrett, guiding her PhD narrative of being a spasticity nurse (Jarrett 2008). In 2005 I created the School of Guided Reflection and Narrative Inquiry at the University of Bedfordshire, recruiting Lei Foster and Maria Fordham (see Chapters 16 and 8, respectively). In 2007, I began working with Amanda Price, April Nunes and Antje Diedrich, dance and drama teachers at the University of Bedfordshire, as co-supervisors expanding the community of inquiry into an inter- disciplinary approach, and most significantly fuelling the performance turn. The Community of Inquiry meets for four hours every four weeks throughout the year, supplemented by two three- day intensives. The intensives were created primarily for overseas students to join the community. A Google group enables continuous dialogue within the community. In 2009 I launched the Reflective Practice Forum website5 to open dialogue with a wider world.

Reflection

At the core of narrative inquiry is reflective practice. Intellectually I describe it as:

Being mindful of self, either within or after experience, as if a mirror in which the practitioner can view and focus self within the context of a particular experience, in order to confront, understand and move toward resolving contradiction between one’s vision and actual practice. Through the conflict of contradiction, the commitment to realise one’s vision, and understanding why things are as they are, the practitioner can gain new insight into self and be empowered to respond more congruently in future situations within a reflexive spiral towards self- realisation. The practitioner may require guidance to overcome resistance or to be empowered to act on understanding. (Adapted from Johns 2009b)

I write within a reflexive spiral towards self- realisation in contrast with earlier descriptions where I stated within a reflexive spiral towards developing practical wisdom andrealising one’s vision as praxis (Johns 2006). This adaptation reflects the idea that reflection is more about ‘who I am’ and less about ‘what I do’, although the two are intrinsically linked – as ‘what I do’ is reflected in ‘who I am’.

Whilst I have written extensively elsewhere on the nature and method of reflective practice (Johns 2009b), I would emphasise a number of key points:

Reflection is essentially concerned with being in the world (ontological) rather than doing (epistemological);Becoming mindful of self is the quintessential quality of reflective practice as something lived, more than merely a technique to learn through experience;Reflection is always being mindful in practice or on practice, i.e. that the act of reflection on experience is an experience in itself;The reflective outcome is insights that enable people to live more effective, more desirable, and more satisfactory lives;Reflective practice is energy work – nurturing commitment, dissipating anxiety, realising power, finding meaning, becoming vision, enabling healing, knowing self;Guidance (in guided reflection) is collaborative dialogue towards creating better worlds.

Personal knowing

Knowing through reflection is subjective and contextual. Such knowing is the very stuff of professional practice, the knowing that practitioners use in everyday practice in response to the complex and indeterminate issues that practitioners face (Schön 1987). Schön described professional practice as the swampy lowlands where there are no prescribed answers to the situations of human – human encounter. Schön claimed a new epistemology of professional practice, which gave primacy to personal knowing in contrast with the high hard ground of technical rationality that was of limited use to practitioners. Personal knowing is largely tacit. Being tacit is not easily expressed in words. Practitioners know more than they can say (Schön 1983). Reflection taps the tacit, lifting it to the surface so to speak. Such learning is subliminal, cultivating personal knowing and the intuitive response within future experiences. It is only by looking back over reflected-on experiences that the practitioner becomes aware of the insights she has gained.

Dreyfus and Dreyfus (1986), in their model of skill acquisition appropriated by Patricia Benner (1984) in her work on expert practice, suggest that people do move along a continuum from novice to expert without consciously being aware of being reflective. In becoming an expert the practitioner shifts from a reliance on linear models of decision making to intuition based on prior experience, suggesting that reflection occurs naturally on a subliminal level because people do seem to learn through experience. I assume that reflection speeds this natural learning process. Intuition is seeing and responding to a situation as a whole as if the self is part of that whole rather than outside it.

Through reflection I may come to understand some things rationally, but applying that into practice is another matter as embodied responses shape my response.

Pinar (1981:180–181) asserts that:

All knowing begins in intuition. It is the medium through which the qualities of situation become discerned, conceptualised and articulated. Intuition is the representation and meditation of situation and self. Thus, it behoves us to be interested in knowing how to cultivate the intuitive capacity, and to begin to utilise language to render our intuitions sensitively, hence more accurately.

The work of Ken Wilber is grounded in an integrated model of evolutionary consciousness that seeks to integrate partial and seemingly contradictory views of the nature of consciousness and knowing. Wilber (1998) set out four quadrants of knowing (Figure 1.1). Each quadrant or paradigm has its own rules for generating knowing and its own rules for deciding whether such knowing is valid. In health care, the right hand pathsGuided have been dominant with its demand that knowledge should be observable and generalisable. Wilber refers to this type of knowledge as ‘IT’ knowledge that seeks to predict and control life by reducing things into parts and seeking cause and effect type relationships between them, even situations associated with the human sciences. From this perspective ‘I’ knowing tends to be dismissed pejoratively as anecdote

Figure 1.1 Four quadrant view of knowing. (Wilber 1998)

Upper left quadrant

This is the quadrant of reflective or personal knowing, revealing the subjective and contextual world of ‘I’. It reveals a perception of self that is not observable and therefore the reader or listener is at least partially reliant on the truthfulness of the writer or narrator. I say ‘partially’ because readers always project a meaning into the text based on their own experience. Hence truthfulness is always mediated.

Knowing in the left hand path makes no claim to generalisability because human life is not predictable. Each event is unique and life is constantly changing, even ourselves.

Only from the perspective of personal knowing can the practitioner meaningfully dialogue with knowledge constructed within the other paradigms and assimilate such knowledge into their personal knowing.

Upper right quadrant

However, if the writer was observed within a particular situation, the observer would pick up certain signs to provide specific information about the writer’ s state of mind, behaviours and the such like, enabling the observer to draw certain conclusions of the ‘facts’ of the matter based on verified criteria. This ‘objective’ or ‘abstract’ perspective may bear little semblance with the narrator’ s reflection of the event, using as it does a different language.

Lower left quadrant

As the narrator reflect on ‘I’, he or she inevitably positions ‘I’ within relationships with others, revealing patterns that shape the everyday world or what Wilber (2000:143) describes as ‘the shared cultural worldspace necessary for the communication of any meaning at all’. People do not live in isolation from others, but share a world that is largely pre- governed by cultural norms that strongly, albeit unwittingly, shape the way people think, feel and behave within situations. Reflection gives access to understanding these patterns of relationship and the way the individual is both shaped by and shapes such patterns.

Lower right quadrant

Practice can be viewed objectively as systems within a complex machine that governs all aspects of social life. An over - emphasis on systems, then the human factor becomes lost within the system, the ghost within the machine (Koestler 1976) where humans are reduced to objects to be manipulated as parts within the machine. This is very apparent in health care organisations that are primarily governed by their self - demand for smooth running. Reflection helps the ‘I’ to appreciate systems for their value in supporting clinical practice.

Through reflection the ‘I’ can dialogue with the other quadrants as appropriate to integrate apparently diverse ways of knowing within personal knowing. Wilber (1998) urges caution because the subjective path has tended to be aggressively reduced into the objective path. As he acerbically writes:

But when you have finally finished reducing all ‘I’s and all ‘we’s to mere ‘Its’, when you have converted all interiors to exteriors, when you have turned all depth into shiny surfaces, then you have perfectly gutted an entire kosmos. You have completely stripped the universe of all meaning, of all value, consciousness, depth and discourse – and delivered it dried and desiccated, laid out on the marble slab of a monological gaze. (Wilber 1998:22)

Ruth Morgan (2004) writes:

Wilber’s image here of dried and desiccated theory, shallow and depersonalised, is strong, and helps to balance the years of training that taught me only to value definitive, empirical research. His words are liberating, and inspire me to continue to challenge positivist dominance, to trust intuition, acknowledge feelings, and free myself from the restraints and limitations of depersonalised practice.

Reflection is opening a transformative space. It is not simply an internal, introspective process, purely for the benefit of the reflector. It has social and political repercussions affecting the wider community in ways that serve human interest (Boud et al. 1985). Our changed perspectives only have relevance in context with the life we share with others. As a political activity, reflection becomes part of an emancipatory process in its capacity to identify and release self and others from the irrational, unjust and repressed.

The influence of a critical social science

Jack Mezirow (1981:223) writes:

Our meaning structures are transformed through reflection, defined here as attending to the grounds (justification) for one’ s beliefs. We reflect on the unexamined assumptions of our beliefs when the beliefs are not working well for us, or where old ways of thinking are no longer functional. We are confronted with a disorientating dilemma, which serves as a trigger for reflection. Reflection involves a critique of assumptions to determine whether the belief, often acquired through cultural assimilation in childhood, remains functional for us as adults. We do this by critically examining its origins, nature, and consequences.

Mezirow’s words suggest that reflection is ‘critical’ in the sense of a critical social science. I prefer to think of reflection as depth. We can scratch at the surface of experience purely in terms of problem solving without disturbing the deeper currents of affairs that determine the conditions that support the problem. We don’t go out of our depth because these deeper currents are dangerous. Mezirow (1981) described this as critical consciousness leading to perspective transformation, another word to describe insights. We learn to think about our thinking that caused the problem in the first place. Going deeper we reveal the way power is played out in practice. Going deeper we reveal the way power is constructed and maintains a certain political order. Going deeper we acknowledge our own oppression and our loss of integrity. Going deeper we drown in our misery, for we are indeed in murky depths.

My description of reflection reflects the tenets of a critical social science as a process of enlightenment, empowerment and emancipation (Fay 1987), what I colloquially refer to as the 3Es even as I prefer to term these three movements as understanding, empowerment and transformation (Table 1.4).

Critical social science takes the perspective of enabling people to rise up and overthrow their oppression in order to live more satisfactory lives. Governed by dominant social forces, practitioners are largely unable to take control of their own professional practice and realise their therapeutic potential (Buckenham and McGrath 1983). Roberts (1982, 2000) labels nursing as an oppressed group socialised into a subordinate role that traps them by fear into their oppression and makes them unable to take action, often denying reveal, oppression quickly surfaces through reflection. An understanding and commitment to realise one’s therapeutic destiny, and with the challenge and support of guidance, practitioners are empowered to take action towards a better state of affairs, as revealed in transformation – albeit a chipping away rather than revolution. My leadership in health care programme has an overt revolutionary camaraderie to storm the barriers that constrain transformational leadership within transactional organisations.

Fay (1987) labels these barriers as force, tradition and embodiment. They are buried deep within each of us, suggesting that we are not radically free to change ourselves and certainly not from any rational perspective. Within the UK’s National Health Service (NHS), it is tempting to project this oppression emanates from others: managers, ‘the system’, and the oppressive culture of the NHS. Yet, as Wilber (1998) reminds us, oppression also comes from within; denying voice to the feelings and anxieties that surface, denigrating intuition and closing a doorway to transformation. Developing a positive identity by respecting and valuing intuition within a nursing framework can help to liberate this oppressor within (Roberts 2000) and open the door to transformation.

To overcome oppression, the practitioner must understand it, to appreciate its nature, the way it is patterned within normal relationships and organisational structures. Only then can the practitioner act to transform the situation towards realising a better state of affairs in line with her vision of practice. Of course, the practitioner may see self as oppressed, simply because that is the normal state of affairs. She may be dissatisfied and frustrated; and that is the spark for reflection to germinate the struggle for liberation and in doing so, the reflective spiral of being and becoming is developed as one thing inexorably leads to another in the awakened self (Freire 1972).

Table 1.4 Typology of enlightenment, empowerment and emancipation (Fay 1987)

Enlightenment (understanding) Enlightenment is understanding why things are as they are. It is a critical process of deconstruction, of peeling away the layers of experience to reveal the conditions that govern why people respond as they do. These conditions are embodied within self and embedded within the fabric of practice in ways that reinforce the embodied conditions through ways of relating. Empowerment Empowerment is having the understanding, commitment and courage to take appropriate action towards changing the way things are in order to realise self’ s own interests. Empowerment acknowledges the limits of rationality to bring about change, and the positive energy required to take appropriate action in ways that may incur resistance from more powerful others whose interests may be threatened. Emancipation (transformation) The realisation of self’ s best interests as a consequence of taking appropriate action.

From this perspective, empowerment is the cornerstone of reflection, the critical edge to reflection to free ourselves from oppressive forces in order to relieve our misery. Perhaps in our frantic world it is easier to defend against anxiety than face up to such strong emotions where there are no easy answers. As such, reflection may create a crisis for practitioners as normal coping mechanisms are exposed as incongruent with achieving desirable work. Given insight into ‘their condition’ may exacerbate a sense of frustration ultimately leading to a personal crisis where self - doubt about competence and de - masked ways of coping become redundant. Yet with enlightenment the practitioner can view the scenario unfolding, almost as an observer, and accept that things do not necessarily change quickly.

Cox et al. (1991:387) write:

As we come to expose these self-imposed limitations, then the focus of our reflection shifts towards new action, towards the ways in which we might begin to reconstruct and act differently within our worlds.

However, exposing these ‘self-imposed limitations’ may not necessarily be easy or comfortable. It may be difficult for practitioners to see beyond themselves because of ‘habits of mind’ that act as barriers (Margolis 1993). Margolis refers to the way paradigms are maintained and shifted. Where particular habits of mind need to be shifted for change to take place they constitute a barrier. However, as noted, apractitioner’ s own best interests may be distorted because of competing dominant power discourses that she has internalised and taken for granted as normal. Practitioners may feel more comfortable adhering to false beliefs or ‘false consciousness’ defined by Lather (1986:264) as ‘the denial of how our common - sense ways of looking at the world are permeated with meanings that sustain our disempowerment’. Similarly Mezirow (1981) viewed reflection as the means to enable practitioners to penetrate ‘false consciousness’ through perspective transformation. He defined this as:

The emancipatory process of becoming critically aware of how and why the structure of psycho- cultural assumptions has come to constrain the way we see ourselves and our relationships, reconstituting this structure to permit a more inclusive and discriminating integration of experience and acting upon these new understandings. (Mezirow 1981:6)

Psycho - cultural assumptions are those norms and prejudices embodied within individuals and embedded within practice settings that lead people to see and act in the world in certain ways. Mezirow (1981:7) writes of ‘disorienting dilemmas’ and how the ‘traumatic severity of the disorienting dilemma is clearly a factor in establishing the probability of a transformation’. It is this sense of disorientation or trauma that brings the person to pay attention to the experience, although a more deliberative stance can be developed as the practitioner becomes increasingly sensitive to herself in the context of what they are trying to achieve. Street (1992:16) drew the conclusion from her critical ethnography of nursing practice that:

The confrontation with experience through reflection and of the meanings and assumptions which surround it, can form a foundation upon which to make choices about future actions based on chosen value systems and new ways of thinking about and understanding nursing practice.

Hermeneutics

Hermeneutics is the art of understanding text (Gadamer 1975). With self-inquiry, the text is our lived experiences. As such, the practitioner must stand back far enough from the text enough to move into a subjective- objective dialogical relationship with it. The art of dialogue is to know and suspend our assumptions and judgement so as to see things with clarity.

Hermeneutic spiral

Understanding evolves from a dialectical process of moving between the parts and the whole within the hermeneutical spiral. Gadamer (1975:167, cited in Weinsheimer (1985:40)) writes:

Understanding is always a movement in such a (hermeneutic) circle, for which reason the repeated return from the whole to the parts and vice versa is essential. In addition, this circle continually expands itself in that the concept of the whole is relative and the inclusion in ever larger contexts alters the understanding of single parts.

Weinsheimer (1985:40) adds:

The universe of discourse, like the physical universe, is constantly expanding. Thus the hermeneutic circle, in which truth is understood as the conclusive reconciliation of whole and part, might better be conceived as a hermeneutic spiral, in which truth keeps expanding. That is, the whole truth never is but always to be achieved.

Within one experience everything about practice and self would be revealed if we pulled it apart enough. Reflective method first seeks to reveal what is significant within the experience (written as a spontaneous story – see Chapter 2), pulling this significance out for scrutiny against the background of the whole, opening a dialogue between the whole and the parts, and always with the view to learn, and in so doing, deepening and expanding the hermeneutic spiral of being. It is both as simple and profound as that.

Wilber (1998:1) alludes to the hermeneutic spiral:

We move from part to whole and back again, and in that dance of comprehension, in that amazing circle of understanding, we come alive to meaning, to value, and to vision: the very circle of understanding guides our way, weaving together the pieces, healing the fractures … lighting the way ahead – this extraordinary movement from part to whole and back again, with healing the hallmark of each and every step, and grace the tender reward.

Wilber’ s language is always tinged with a sense of grace, as he acknowledges that such work is implicitly spiritual. His words have poetic resonance, reflecting that narrative, like life itself, is finding expression to flowing with meaning. Hermeneutics is not primarily seeking understanding of the movement of experience but is the movement or flow of experience. Yet I recognise a risk in identifying hermeneutics as a ‘method’ in a traditional sense. It may suggest a linearity and structure that belies the circular, seamless, fluid nature of this reflexive, reflective approach to inquiry. I would suggest though that the hermeneutic circle accommodates this fluidity. Zukav (1979) urged us not to see hermeneutics as a concept to fit into but as a descriptor of inquiry into mystery, a kind of dance.

In his critique of Gadamer, Weinsheimer (1985:35) writes:

Historical understanding sees every moment of history, including its own, as ineluctably factical and particular, immersed in having been, and never finally determined as an instance of a general concept under which it could be conclusively subsumed, but always awaiting interpretation and always exceeding it.

Now, the subtlety of these words may have alluded me, but the practitioner always positions self as a movement within the flow of history, seeking to find meaning in experience situated within a background of past experiences. In finding meaning, the ‘who’ of practitioner changes, not simply what she does.

It is an event of being that occurs. But this event changes who she is in such a way that she becomes not something different but rather herself. (Weinsheimer 1985:71)

A resonance with Buddhism, in that one finds oneself through reflection, a self that is already there but a self obscured by false consciousness. It is as if we have to lift the blanket to see our true selves. But would we recognise our true selves? I think so, because lifting the blanket is peeling away the layers of false consciousness.

The practitioner does not stand outside tradition. Indeed she is determined by tradition. Yet by understanding tradition, she can see how it applies to her experience and can learn from it – indeed, this is how tradition and practice changes – the way a tradition determines itself from within – that is, for the way understanding alters it precisely by belonging to it. Indeed, tradition can only be understood in relation to its application to the present. Without applying learning to future experience there can be no understanding. In other words, understanding is something lived not merely an idea. As such reflection is always lived, a way of being in the world rather than an intellectual technique or learning approach.

Weinsheimer (1985:182) writes:

It is possible to become more aware of our own historical situation, the situation in which understanding takes place. Having such awareness does not mean that once the situation has become more fully conscious, we can step outside it, any more than seeing our own shadow means we can outrun it. Rather our shadow moves along with us. The situation of understanding can also be called our horizon. It marks the limit of everything that can be seen from a particular point of view, but the idea of horizon also implies that we can see beyond our immediate standpoint.

Reflection is a way of appreciating and moving beyond one’s own horizon through understanding. The idea of ‘horizon’ is visual in contrast with ‘perspective’.Becoming more aware is becoming mindful of self within experience. In becoming mindful, the practitioner makes conscious her prejudices that shape perception. Here a guide is helpful to provoke. In provoking, the guide offers his own horizon towards co- creating meaning (see Chapter 3).

If understanding always means coming to an understanding, then it always involves two - and two different – participants. The ideal is not that one party should understand the other but rather that they should reach an understanding between them. This between is the true locus of hermeneutics.

The suspension of beliefs, judgements, prejudices and the like within dialogue reflects what Gadamer (1975) refers to as pre - knowledge; the way people dialogue through a lens of personal concerns. These personal concerns are shared within a tradition