Following on from last month's -
In several papers on Hodges’ model and in numerous blog posts I’ve made many claims about the scope, versatility, potential utility and power of the model as a tool for reflection, assuring reflective practice, bridging the theory-practice gap, and supporting person centred and integrated care.
This is quite a claim, especially using words like scope, versatility, potential utility and power. Without evidence these words are not so much virtual as vapour – nebulous in terms of what they really mean.
What (I believe) Hodges’ model does provide simultaneously through its combined structure and care (knowledge) domains is ready cognitive access to three forms of thought:
- and Relativistic Thinking
If I or other interested parties could demonstrate that Hodges’ model does encompass all three that would be progress.
As many previous posts reveal this trinity isn't the only idea to support the model. Amid the many ongoing questions is balance and clearly the conventional view of balance is not sufficient for learners in the 21st century.
Tomorrow some thoughts about dualistic thinking and Hodges' model.
Johnson, D.D. (1994) Dualistic, Multiplistic, and Relativistic Thinking as it Relates to a Psychology Major. Honors Theses. Paper 202. http://opensiuc.lib.siu.edu/uhp_theses/202/