Читать книгу Becoming a Reflective Practitioner - Группа авторов - Страница 42

The procedural voice has two divergent ways of knowing: connected and separate knowing. Connected knowing is gained by listening and understanding to the experiences of others known through empathy and reflection. Separate knowing is gained through critiquing extant sources of knowledge for its validity to inform. It is an abstract knowing that seeks to understand things in terms of logic and analysis. Both sources of knowing are significant for the reflective practitioner. The left side of the brain fosters rational logical thinking, whereas the connected voice is related to the right brain that fosters creativity, imagination, perception, curiosity, intuition, spirit and wholeness. Pink (2005, p. 22) considers the left hemisphere analyses the details; the right hemisphere synthesises the big picture. Within a technical rational dominated culture that characterises healthcare education and organisation, there is emphasis on developing the left brain. As such, people go around lopsided. The right brain becomes the dark side of the hill neglected with its attributes atrophied. Yet these right brain qualities are essential for professional artistry. The lopsided mind leans heavily towards the masculine, favouring reason over intuition, justice over care, outcomes over process, science over art. Perhaps the feminine must be privileged to find balance? I wonder – do patriarchal patterns of practice privilege masculine values and demean feminine values?

Schön posited two types of knowledge – technical rationality (research‐based theory) and professional artistry (knowing in action). He equates technical rationality as the hard high ground and professional artistry as the swampy lowlands. He argues that professional artistry is the more significant form of knowing because it is the knowing used by practitioners to navigate the largely indeterminate and complex swampy lowlands of everyday practice. The fact is that the practitioner lives in the swampy lowlands and yet can draw on the high hard ground knowledge as appropriate to inform practice. In doing so, they develop their constructed voice.