Convergent correlationism: analyzing teacher educators' reflection on professional practice. Issue 6 (2nd November 2021)

• Record Type: Journal Article
• Authors: Beighton, Christian
• Is Part Of: Reflective practice. Volume 22:Issue 6(2021)
• Page Start: 796
• Page End: 808
• Publication Date: 2021-11-02
• Subjects: reflection -- epistemology -- Meillassoux -- correlationism -- inclusion; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2021.1976629
• Languages: English
• ISSNs: 1462-3943

Abstract

ABSTRACT: This paper uses an original analysis of epistemological presuppositions to develop conclusions about reflective practice in a higher education context. Drawing on interview data and philosopher Quentin Meillassoux's recent work on philosophical presuppositions, I discuss convergence in teachers' 'correlationist' presuppositions about the nature of knowledge and practice. These epistemological presuppositions, which converge around a subjectivist worldview, underpin reflections about pedagogy and can hinder understanding of the limitations and affordances of reflection itself. This analysis leads to three conclusions: first, forms of reflection on practice which seem diverse may converge on essentially similar reflective presuppositions; second, apparent incompatibility between individual examples of reflection about pedagogies can hinder practice where teachers and students fail to perceive this underlying similarity; and third, a scale of comparison (Meillassoux's spectrum) can enhance inclusiveness by identifying where correlationism limits or even forecloses teachers' reflection-on-action.