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Critical Reflection and Autonomous Learning
Autonomous learning involves the ability to regulate one's actions through critical reflection on one's motives.
(Benson and Voller, 17 85)
As this quote suggests, autonomy is possible when critical reflection plays a leading role in our motivation to learn. The purpose of this assignment is to discuss the areas of critical reflection and autonomous learning within the field of education. In doing so the importance of these areas in education will be discussed as well as how these areas might be applied in meeting the Basic Principles of teaching Legal Studies. Finally, the integration and application of these principles in actual teaching practice will also be a focus of discussion.
Critical Reflection
Critical reflection is a process of ‘conscious monitoring and evaluating of what we know and the strategies we use to think and to know' (Silvers, 001). It is ‘not concerned with the how or the how-to of action but with the why, the reasons for and consequences of what we do' (Mezirow, 180). Through critical reflection it is possible to analyse reasoning and attitudes in order to make corrections, challenge deeply held beliefs, and make the transition of changing perceptions (Silvers, 001).
In order to be critically reflective there is a need to be open-minded about different issues understanding that there are alternative views of which are all questionable. There is a need to be responsible in the search for truth on a range of issues, and wholehearted so that fears and uncertainties can be overcome so to make meaningful changes and to critically evaluate ourselves, others, schools, and society (Yost, et al. 000).
Critical reflection holds importance in education because "to educate" is ‘to teach in a way that includes an account of why you do as you do' (Yost et al. 000). Critical reflection is a process that allows not only teachers to evaluate and understand the rationale behind their teaching, but also helps students to explore deeply held ideas and issues as an integral part of the larger learning cycle (Silvers, 001).
By demonstrating such critical reflection in classrooms, teachers can help students to ignite their thinking processes and assume more control over their own learning and behaviours (Silvers, 001). In addition, by implementing a learner-centred inquiry based approach, teachers and students can work collaboratively in order to construct knowledge by digging deeper for meaning, and to explore their own beliefs, attitudes and values, so that students ‘become engaged in, rather than learners of, their disciplines' (Silvers, 001). This in turn will promote in students, higher order thinking skills that will enable them to gain greater insight into their learning as they become more aware of their own biases and begin to address ways of dealing with them making changes if required (Silvers, 001).
Autonomous Learning
In the twentieth-century, autonomy has become a keyword in education. It has come to be associated with the ‘capacity of the individual to act as a responsible member of society', a ‘fully functioning person' (Benson and Voller, 17 4). Autonomous learning is about being independent, self-directed and taking responsibility and making decisions regarding the what, how and when of learning (Fazey and Fazey, 001). By teaching students to become autonomous learners they are being taught lifelong learning, thus illustrating its importance in preparing students for future endeavours.
An autonomous learner can be characterised by the following specific psychological components motivation, self-efficacy, attribution of success and locus of control, all of which are interrelated (Fisher, 1). The way in which the learner perceives their abilities or efficacy will determine their motivation to continue with that behaviour, and their beliefs and experiences of success will also contribute to any future initiations or inhibitions, all of which is regulated by the student's perceived control over their actions (Fisher, 1). An autonomous learner needs to have a self-perception as being highly competent in order to be prepared to risk short-term failure at a task they deem important. They need to be intrinsically motivated as this internally regulated motivation to learn is a logical aspect of independent self-directed learning congruent with autonomy. Finally, an autonomous learner will perceive themselves as being in control of their success and failure as they recognise that outcomes of activities are contingent upon behaviour (Fazey and Fazey, 001).
However, although motivation and metacognition is important in autonomy, it is not just about acting alone, it is also dependent on the surrounding environment (Fisher, 1). There must be an exposure to a learning environment that allows for the development and utilisation of autonomous qualities. This is said to be provided through educational policies that reflect the importance of students being self-directed and taking responsibility for their learning. It is also illustrated through educational practices within the classroom and at an individual level, whereby courses emphasise independence and responsibility and students are given opportunities to make decisions about their learning (Fisher, 1). By providing such a learning environment this allows for the development of the necessary skills in order to become autonomous and further giving reason to education.
From the above discussions of critical reflection and autonomous learning it is clear to see their relationship in producing students with higher order thinking skills enabling them to take on a deeper approach to learning. The next section of this essay will place these processes within the discipline of legal studies looking at its application within a classroom context.
Application of Critical Reflection and Autonomous Learning within Legal Studies
Legal Studies is a disciplinary area within secondary schools that specifically allows for the implementation and application of critical reflection and autonomous learning. Throughout the syllabus document, reference is continuously made with regards to the importance of developing the ‘life skills' of students through ‘critical analysis, examination and problem solving', in order to empower students to take responsibility of their learning and make decisions about certain issues (BOSSSS, 000).
The global aims of this subject area are to develop students into responsible members of society by teaching them ‘strategies and tactics that enable them to use rational and objective methods as well as qualitative and subjective judgments when examining social and legal issues' (BOSSSS, 000). The general objectives are based around providing students with the knowledge and understandings, teaching them higher-order thinking skills, communication skills, attitudes and values. All of which aim to have students using higher-order cognitive abilities to critically reflect and evaluate social attitudes and practices, work independently and develop them into ‘flexible, curious, and open-minded individuals who can make valuable contributions in a changing world' (BOSSSS, 000). By the end of the two year course students are expected to have developed ‘a critical respect for and positive attitude toward the legal system, law-making and law enforcement', by empathising with alternative views and examining and clarifying their own attitudes, ethics, values and opinions (BOSSSS, 000).
Throughout all topics of suggested study critical reflection and autonomous learning is emphasised, in particular the Independent Study and the Overview. By providing the students with the opportunity of making decisions about what content is studied in the Independent Study they are given the freedom to experiment and take risks with unfamiliar issues, thus developing their self-efficacy and attribution to success. In order to complete this section of study students are required to be self-motivated and by allowing for task ownership this helps students to be intrinsically motivated and develop an internal locus of control. All of these attributes lead to the development of autonomous learners.
The Overview section of study is aimed at bringing all areas learnt throughout the course into one wholehearted discussion. Students are provided with opportunities to criticise the legal system through the evaluation and critical reflection of the nature, scope and outcomes. This section is about expressing beliefs about topical issues, reflecting on the changes about attitudes and values since the beginning of the course. Overall, it's about looking at the ‘why, the reasons for and consequences of what we do' thus emphasising critical reflection (Mezirow, 180).
Application within a Classroom Context
The Senior Legal Studies Course allows for a variety of learning experiences in which the students can engage in, in order to develop the understandings for this discipline. From case study written analysis to mock trials, role-play simulations and guest speakers, students can be provided with opportunities to really look deep into the content of this subject. However it is not as simple as just providing such learning experiences, these experiences need to be delivered in such a way so as to allow for the development of critical reflection and autonomous learning.
Critical Reflection
In order to develop a critically reflective classroom teachers need to take on a different approach to teaching. They need to become more proactive and comfortable addressing assumptions and beliefs revealed by students (Silvers, 001). It is important to engage in discussions with students about their personal beliefs and biases, examining the extent to which their thinking is manipulated and positioned by political and economic biases in the media, asking questions that will raise students' awareness (Silvers, 001). One strategy that may help with critical reflection is through the video taping of lessons. The camera can be used as an,
impartial recorder of events and interactions providing the means to establish a recursive process of talking and interacting, viewing the video of the discussions and reflecting on the groups interactions objectively as viewers, and then personally as participants.
(Silvers, 001)
Another approach of implementing critical reflection within the classroom is through a philosophical inquiry approach, involving building on students' interests and reflecting on their questions, valuing talking and listening, providing reasons for opinions and encouraging respect (Abbott and Wilks, 1). Teachers need to provide an atmosphere where freedom of speech is encouraged without the fears of exclusion or ridicule. Throughout Legal Studies there are many issues that will raise debate within the classroom. Teachers need to have the skills to deal with such rigorous discussions and encourage students to explore these issues in order to help their experiences to become more meaningful, and empower them to continue with their discoveries of meaning (Abbott and Wilks, 1). Most importantly, for students to be able to engage in such deep discussions, they need to possess the skills required to do so. Therefore, it is important for teachers to first teach them the higher-order thinking skills such as, problem solving, decision making, and teaching them listening and discussion skills such as, reasoning, questioning and collaborating. From here then teachers can provide opportunities for ‘participation and negotiation, experiential and active learning, discussion and reflection' (Abbott and Wilks, 1 5).
Autonomous Learning
In order to develop students into autonomous learners it is important for teachers and students to understand the rationale behind the process. Teachers need to be able to shift their position in the classroom from being the dominant figure to one who facilitates student-centred discussions guiding them from dependence to independence (Benson and Voller, 17). The teacher is to ensure that their teaching practices reflect this assumption through the negotiation with learners where teachers act as a counsellor and a resource for students, sharing decision making, facilitating collaborative evaluation, being patient, and thus recognising and asserting their own autonomy (Benson and Voller, 17).
Students may feel anxious about being provided with such freedom. Therefore, it is important for the teacher to help students increase their self-efficacy, develop an internal locus of control, motivate students so that they develop a reason for learning that comes from within and help students to realise that success is a result of their actions (Fisher, 1).
An approach to learning, is a major characteristic of autonomous learning, and in order for students to take initiative in relation to their learning it is important to set clear learning goals that act as strong motivators. Therefore teachers need to encourage the setting of realistic goals for each learning task, providing positive feedback so to maintain self-efficacy and self-worth that is necessary to achieve these goals (Fisher, 1).
Another method of developing autonomy in learners is through authentic tasks. This can be achieved within Legal Studies by providing various case study examples, using newspaper articles and taking them to see court proceedings, all of which provide students with real-life experiences that will make the ‘transition from learning to use' (Benson and Voller, 17 6). By exposing students to authentic tasks this helps to develop student confidence in subject matter (self-efficacy), which in turn provides students with the motivation to deepen their understandings of the topic.
As Legal Studies is a ‘language subject' it is important to have students involved in reflective writing. Therefore teachers can include within their learning experiences, journal writing. In which students are required to think about their thoughts on areas of discussion, enabling them to develop a greater understanding and meaning (Fisher, 1). By encouraging students to see the writing task as something from which they can learn, something of value that they have ownership over, is an important aspect of learning autonomy (Fisher, 1).
Finally it is also crucial for Legal Studies teachers to provide students with learning environments that consist of constant challenges so to encourage deep approaches to learning. This allows the learner to ‘link together pieces of the task to construct a coherent, meaningful structure' (Fisher, 1 5). Which in turn will develop within the learner the attributes leading to autonomy.
Conclusion
This essay has aimed to discuss the importance of critical reflection and autonomous learning within education, as well as placing these processes within a Legal Studies context. In doing so it has been identified that both processes are valuable in teaching students the skills required for life long learning which in turn will prepare them for life after secondary education. The Basic Principles of teaching in Legal Studies reflects this aim and thus critical reflection and autonomous learning not only provides learning strategies that help to achieve this, it is embedded in the very nature of this subject.
References
Abbott, C. and Wilks, S. (1) ‘Using Critical Reflection with Adolescents philosophical inquiry in the classroom', IARTV, no. 60, May, pp. 1-8.
BOSSSS (000) Legal Studies Senior Syllabus 001.
Benson, P. and Voller, P. (17) Autonomy & Independence in Language Learning, Longman London.
Fazey, D., and Fazey, J. (001) ‘The Potential for Autonomy in Learning perceptions of competence, motivation and locus of control in .rst-year undergraduate students', Studies in Higher Education, vol.6, no..
Fisher, L. (1) Autonomous Self-Directed Learning, Queensland University of Technology Queensland.
Silver, P. (001) ‘Critical reflection in the elementary grades a new dimension in literature discussions', Language Arts, vol 78, July, pp. 556-56.
Yost, D., Sentner, S. and Forlenza-Bailey, A. (000) ‘An examination of the construct of critical reflection Implications for teacher education programming in the 1st century', Journal of Teacher Education, vol.51, Jan/Feb, pp. -4.
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