Читать книгу Becoming a Reflective Practitioner - Группа авторов - Страница 40

As a student nurse, I remember sitting passively in the classroom being filled with facts. Often the teacher would write them on the board for the students to copy. Such facts were authoritative to be reproduced as rationale for action. I have no sense of being enabled to develop critical thinking skills, and even if I had, the all‐knowing authorities within clinical practice would have soon put me in my place. The received voice reflects how practitioners learn to speak with the authoritative voices of others. They conceive themselves as capable of receiving, even reproducing knowledge from the all‐knowing external authorities but not capable of creating knowledge of their own. So if I ask a practitioner, ‘why do you practice like that? They are likely to reproduce knowledge from an external authority that has been unquestioned. If I ask, ‘how else could you respond in tune with your vision of practice?’ You might struggle to think laterally because you have never been enabled to think for yourself. Reflection opens up received knowing for its validity to inform.