From the reflective to the post-personal teacher
Abstract Effective teaching is often connected to reflective practice. Reflection not only involves recording thoughts about what went well (or not) after class, but also to consider examples of potential bias in (re)actions to certain situations, and indeed, to one’s own evaluations of educational activities. This relates to the drive towards greater objectivity in education, and an emphasis on making educational practices and their evaluation explicit. In ‘Transcendence of the Ego’, Sartre (2004) outlines a theory in which a ‘pre-personal’ self produces itself through reflection. This production is unavoidable, and yet dangerous in how it is conflated with a more fundamental ‘pre-reflective’ state of being. This ‘pre-personal’ self, as the very foundation of consciousness, is only experienced in moments when one is fully absorbed in a task, conscious but unaware, uninterrupted by thoughts or reflections that might disrupt this ‘raptured’ state of being. Complete immersions in the task at hand find their place within educational settings, and thus, what Sartre deems as the move from the ‘pre-personal’ to the ‘produced’ self is relevant for teaching. But so too is what comes after that sense of exposure recedes. Such absorption in the task of teaching leads to might be called a ‘post-personal’ self and is often when moments of ‘good teaching’ can be found. But this proclivity for reflective action can disrupt the flow of such immersive events. This is dangerous for two reasons. Firstly, it frames teaching within a particular ‘temporality’ that fails to allow for the performance of teaching in the present moment. Secondly, it fails to account for what the experience of teaching entails. This paper attempts to argue for the space and value of such forms of suspension, and to call into question the overly metricised way in which teachers are expected to reflect.
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McNamara, G. & O'Hara, J. (2008). Trusting Schools and Teachers: Developing Educational Professionalism through Self-evaluation. New York: Peter Lang.
Organisation for Economic Co-operation Development (2013). Synergies for better learning an international perspective on evaluation and assessment. Paris: OECD.
Sarivan, L. (2011). The Reflective Teacher. Procedia - Social and Behavioral Sciences, 11,195–199. https://doi.org/10.1016/j.sbspro.2011.01.060
Sartre, J.-P. (1958). Being and nothingness : an essay on phenomenological ontology. H. E. Barnes (trans) with an introduction by M. Warnock, London: Methuen. [First published in 1943].
Sartre, J. P. (1963). Les Mots, or “Words”. I. Clephane (trans.) Middlesex, England: Penguin Classics.
Sartre, J. P. (1969). “The itinerary of a thought”. In: Between Existentialism and Marxism. London: Verso.
Sartre, J.-P. (2002). Sketch for a theory of the emotions. London: Routledge. [First published in 1939].
Sartre, J.-P. (2004). The transcendence of the ego: a sketch for a phenomenological description. New York: Routledge. [First published in 1937].
Schön, D.A. (2008). Reflective Practitioner How Professionals Think in Action. New York: Basic Books. [First published in 1983].
Zwozdiak-Myers, P. (2012). The teacher's reflective practice handbook: becoming an extended professional through capturing evidence-informed practice. London: Routledge.
Ball, S. J. (2012). Performativity, commodification and commitment: an i-spy guide to the neoliberal university. British Journal of Educational Studies, 60 (1), 17-28. https://doi.org/10.1080/00071005.2011.650940
Brady, A. M. 2019. Anxiety of performativity and anxiety of performance: self-evaluation as bad faith, Oxford Review of Education, 45 (5), 605-618. https://doi.org/10.1080/03054985.2018.1556626
De Beauvoir, S. (1955). Merleau-Ponty and Pseudo-Sartreanism. USA: University of Illinois Press.
DES (Ireland) (2012). School Self-Evaluation. Guidelines for Post-Primary Schools. Available at: https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/School-Self-Evaluation-Guidelines-2016-2020-Post-Primary.pdf (Accessed 08/11/ 2016).
DES (Ireland) (2013). SSE Update Issue 1, Available at: http://schoolself-evaluation.ie/post-primary/wp-content/uploads/sites/3/2016/09/Post-primary-SSE-update.pdf (Accessed 08/11/2016).
DES (Ireland) (2016). School Self-Evaluation Guidelines. Dublin: Stationary Office.
Biesta, G. (2007). ‘Why “what works” won’t work: evidence-based practice and the democratic deficit in educational research’, Educational Theory, 57 (1), 1-22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
Biesta, G. (2009). ‘Good education in an age of measurement: on the need to reconnect with the question of purpose in education’, Educational Assessment, Evaluation and Accountability, 21, 33-46. DOI: 10.1007/s11092-008-9064-9
Harris, S. (2007). The governance of education: how neo-liberalism is transforming policy and practice, London/New York: Continuum Books.
Husserl, E. (1969). Ideas: general introduction to pure phenomenology. W.R. Boyce Gibson (trans.), London: Allen & Unwin. [First published in 1913].
McKay, S. & SEAMEO. Regional Language Centre (2002). The reflective teacher: a guide to classroom research, Singapore: SEAMEO Regional Language Centre.
McNamara, G. & O'Hara, J. (2008). Trusting Schools and Teachers: Developing Educational Professionalism through Self-evaluation. New York: Peter Lang.
Organisation for Economic Co-operation Development (2013). Synergies for better learning an international perspective on evaluation and assessment. Paris: OECD.
Sarivan, L. (2011). The Reflective Teacher. Procedia - Social and Behavioral Sciences, 11,195–199. https://doi.org/10.1016/j.sbspro.2011.01.060
Sartre, J.-P. (1958). Being and nothingness : an essay on phenomenological ontology. H. E. Barnes (trans) with an introduction by M. Warnock, London: Methuen. [First published in 1943].
Sartre, J. P. (1963). Les Mots, or “Words”. I. Clephane (trans.) Middlesex, England: Penguin Classics.
Sartre, J. P. (1969). “The itinerary of a thought”. In: Between Existentialism and Marxism. London: Verso.
Sartre, J.-P. (2002). Sketch for a theory of the emotions. London: Routledge. [First published in 1939].
Sartre, J.-P. (2004). The transcendence of the ego: a sketch for a phenomenological description. New York: Routledge. [First published in 1937].
Schön, D.A. (2008). Reflective Practitioner How Professionals Think in Action. New York: Basic Books. [First published in 1983].
Zwozdiak-Myers, P. (2012). The teacher's reflective practice handbook: becoming an extended professional through capturing evidence-informed practice. London: Routledge.
Brady, A. M. (2020). From the reflective to the post-personal teacher. Teoría De La Educación. Revista Interuniversitaria, 32(1), 55–72. https://doi.org/10.14201/teri.21438
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