CfP: The Future as a Problem. Between Philosophy and Cultural Studies

Trόpos

Trόpos. Rivista di Ermeneutica e critica filosofica

ed. by Gianni Vattimo and Gaetano Chiurazzi
2020, n. 1

CALL FOR PAPERS

The Future as a Problem. Between Philosophy and Cultural Studies

Edited by Daina Habdankaitė and Davide Sisto

The upcoming issue of Tropos will be dedicated to the concept of future, with a view to reconstructing its peculiar hermeneutics, which is, its theoretical meaning and many nuances.

The topics include but are not limited to:

- Future and technology: political, social and ethical problematics;
- Ontology of the future: classic and contemporary approaches;
- Virtuality and/or possibility in theory and/or in praxis;
- The future of philosophy as a philosophical problem.

Deadlines
Submission deadline: March 31, 2020
Results of blind reviews: April 30, 2020
Publication date: July 2020

Submission Guidelines
Papers should be submitted to:

- Daina Habdankaitė: d.habdankaite AT gmail.com
- Davide Sisto: da.sisto AT gmail.com
- Papers should be in English, French, or Italian.
- Papers should be prepared for blind review (double)
- Each submission should consist of two separate documents containing the following:

1) The full paper including:

- Title
- The full paper should not exceed 50,000 characters in total.
- An abstract of no more than 200 words - also including an English title
- 5 keywords

2) A separate cover letter including the following information:

- The title of the paper

- Your name, affiliation and contact information
- A biographical presentation of 50-60 words.

Presentation of the topic

A quick glance at the current political, social, technological and artistic reality reveals increasing popularity of the discourse about the future which is reconceptualized and scrutinized from both theoretical and practical approaches. As soon as it enters the theoretical field, the question of the future becomes a question of the future of philosophy, to the point that it has been said that the future of philosophy itself might be the philosophy of technology (J. C. Pitt). There is a prominent idea that the technological future will cause a revolution in interpersonal relations: the increasingly frequent interaction with AI (vocal assistants, chatbots, etc.) is generating new relationships between human beings and robots, causing problems that are still unclear, but are starting to attract the attention of scholars and researchers.

The omnipresence of digital objects, especially within social networks, has often determined a pathological nostalgia for the past: when the past tends to overlap with the present, making itself indistinguishable from the latter, we tend to look back and to not look in front of us. The inability to distinguish the present from the past is also connected to the modus essendi of contemporary neoliberalism, which in the name of "there is no alternative" forces us to spend all our energy in recovering the past: we would be not able to build a new future anymore since it appears impossible to be done a priori.

This tendency, according to which we refuse the unusual and keep alive the usual, has been described, in the context of Cultural Studies, as retromania (S. Reynolds), or as slow cancellation of the future (M. Fisher, F. Bifo Berardi) This general pessimism is also connected to the idea that we are approaching the end of the world. The economic and the environmental crisis, combined with the eternal and suffocating presence of the past, are determining the spread of apocalyptic philosophies that, starting from the cosmic pessimism of G. Anders, stress that the end of humanity is near (D. Danowski; E. Viveiros de Castro; E. Thacker; J. Bridle), or even that the end of the Earth itself is coming, to the point that the even the bringing a new life to the world is questioned from the moral standpoint (D. Benatar; T. Ligotti).

On the other hand, an optimistic view of our technological future can be also encountered. The present age focused on technological and digital enhancement has produced the diffusion of transhumanist ideas revolving around the vision of the entire humanity soon gaining access to the eternal life, sometimes in the form of the digital immortality, through which human beings are to be replaced with their digital identities (from avatars to holograms). In other words, there is hope for death to be defeated.

From a more general point of view, the future is a challenging philosophical problem, engaging discourses in the realms ranging from metaphysics and ontology to politics and ethics. After the spectrality of Derrida and virtuality of Deleuze, that have marked the discourse of the 20th century, new ontologies are being formed as either a direct response to the limits of deconstruction, a continuation of non-essence based ontology or an attempt to make a significant conceptual shift in contemporary metaphysics. With the rise of different versions of speculative realism (Q. Meillassoux, G. Harman, R. Brassier, I. H. Grant) and new materialisms (K. Barad, R. Braidotti, E. Grosz, J. Benett) classical philosophical notions of virtuality, potentiality, matter, technology, human and many others are being reshaped and rearticulated not without an attempt at building bridges with other discourses such as science, feminism, science fiction, visual arts, etc. The vast array of different takes on classic philosophical problems share a similar urge for reshaping philosophical discourse as such and very often reconceptualizing the question of the future turns out to be also an attempt at reimagining the future of philosophy itself.

...

General information
Publisher Website:
http://www.aracneeditrice.it/aracneweb/index.php/rivista.html?col=tropos
Journal Website:
http://troposonline.wordpress.com
Journal Email Address:
tropos.filosofia AT unito.it

Indexed in: Philosopher’s Index, Philosophy Research Index, Catalogo Italiano dei Periodici (ACNP)
Questions are welcome and should be directed at the editors of the current issue:

- Daina Habdankaitė d.habdankaite AT gmail.com
- Davide Sisto: da.sisto AT gmail.com

My source:

Philos-L "The Liverpool List" is run by the Department of Philosophy, University of Liverpool https://www.liverpool.ac.uk/philosophy/philos-l/ Messages to the list are archived at http://listserv.liv.ac.uk/archives/philos-l.html.
Recent posts can also be read in a Facebook group: https://www.facebook.com/PhilosL/ Follow the list on Twitter @PhilosL. Follow the Department of Philosophy @LiverpoolPhilos

Collective Intelligence in Hodges' model: c/o Röling (2009)

individual

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INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

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group - population

Intelligence Quotient Emotional Intelligence Spiritual Intelligence ... Individual beliefs Individual motivation "Can individuals really be rational and modify behaviours accordingly?"

Ozone layer Troposphere Biosphere  HUMANS are a FORCE of NATURE Deepest Ocean bed "Anthropogenics would also be a praxiology - a science that informs decisions and action." p.40.

The 'Enlightment' tradition: Science, Knowledge, Human ideals distilled in history and future history.

"Can we adapt tools forged to create wealth and use them for sustainable development? Is ever-increasing wealth the only viable measure of progress?" "A close understanding of how institutions determine individual behaviour might even curb the enthusiasm for "methodological individualism", the tendency to explain collective things such as the marketplace as a necessary outcome of individual choices." p.41.

[Context: How can agriculture feed the world ..? ]

"One of the things this exercise brought home to me was how poorly we understand humans as agents of planetary change, how little of what we do know is widely shared, and that this knowledge is scattered across disciplines that appear distant to governance. I began to ask if we needed a new discipline, one that could beyond the work of thousands of ecologists, climatologists, economists, anthropologists, psychologists, political scientists, neuroscientists and the like. I decided to appropriate the name "anthropogenics" for my dream discipline. p.40.

My source:
Röling, N. (2009) Profile. A proper study of mankind, New Scientist, 17 January, 201, 2691. pp.40-41.

Book* - "Healing Spaces"

- plus, five care knowledge domains*

and a question...?

individual

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INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

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group - population

	'Healing Spaces' by Esther H. Sternberg
	"What is missing from the book is a precise figure on just how great a contribution a restful atmosphere makes to healing - something health chiefs are sure to demand before making changes in our hospitals. Nevertheless, it provides a pleasant glimpse of the possible future of rest and recuperation." p.45.

Which, if any, healing space - or care domain in Hodges' model should be the priority?

 

Justify your choice and subsequent ordering.

My source:
Geddes, L. (2009) Books&Arts, A view to recovery, New Scientist, 9 May 2009, 202:2707. p.45.

See also:
Ulrich, R. (1984) View through a window may influence recovery from surgery. Science, 224: 4647, 420.
https://doi.org/10.1126/science.6143402

Science and Critical Thinking: c/o New Scientist 2015*

individual

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INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

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group - population

4. "That works for some, but all too often the reaction is: "I'll never need to use this once I've left school. That is being taken up by the Programme for International Student Assessment." "critical thinking toolkits"

3. "... the desired combination of scientific literacy and critical thinking remains rare in public discourse. Perhaps that is because we hope that children will learn to evaluate claims rationally if we teach them science. ... But mastery of the [scientific] facts alone is not enough for the internet age. Much of the copious online rhetoric is more viral than factual, so it is just as important that we know how to evaluate sources of information., and how to tell correlation from causation, and opinion from fact - in matters both obviously scientific and otherwise. "

1. "Here's a game to play next time you catch the news headlines. Count how many would dissolve away or be markedly different if the people writing them had evaluated the evidence more critically. Your count will probably be alarmingly high." 5. "But our societies still have a long way to go when it comes to reading between the headlines - or rewriting them."

2. "We have a long tradition of allowing civic affairs to be settled by persuasive rhetoric. That is inadequate for our modern society." "a reflective citizen" public understanding of  terrorism, vaccination, climate change, chemical pollution ..

PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.

My source:
Leader, Critical thinking, New Scientist, 12 December. 2015, 228: 3051. p.5.

*Yes, still also sorting magazines, papers, notes...
Blue (paper) bin repeatedly quite full.

Social Care: in the round and square c/o King's Fund

Simon Bottery's Long Read -

What’s your problem, social care? The eight key areas for reform

- and listed below, have been mapped to Hodges' model. The full article and comments are well worth reading and may help readers discern the relationships between the key areas identified.

1. Means testing: it’s not like the NHS 
2. Catastrophic costs: selling homes to pay for care 
3. Unmet need: people going without the care and support they need 
4. Quality of care: 15-minute care visits and neglect 
5. Workforce pay and conditions: underpaid, overworked staff 
6. Market fragility: care home companies going out of business 
7. Disjointed care: delayed transfers of care and lack of integration with health 
8. The postcode lottery: unwarranted variation in access and performance

I have associated each with the respective knowledge (care) domain in which they are placed:

individual

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INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

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group - population

1. Parity of Esteem in Means Testing 2. (Catastrophic) Cost to me, anxiety, depression, stress 3. Unmet need (mental health, counselling ...) 4. Quality of Care (Mental Health, Well-Being..) 5. Workforce (values, person-centred, self-esteem, job-well-done, BE the Difference?) 6. Market fragility (attractiveness as career pathway, having a leader) 7. Disjointed care (number of carers, lived experience...) 8. Postcode (I thought this had been addressed?) (postcode? - a remote 'thing' outside through the window and (summer) garden]

1. Parity of Esteem in Means Testing 2. (Catastrophic) Cost to NHS - innovation, change, prevention, transformation 3. Unmet need (physical, access ...) 4. Quality of Care (Time, Logistics) 5. Workforce (tasks, scheduling, physically reasonable?) 6. Market fragility (scale, bed occupancy, local demographics...) 7. Disjointed care (geography, transfers, A&E admissions...) 8. Postcode ('literally') North, West, East, South, Regions, London, Urban, Rural ...

1. What is your Parity across 2. (Catastrophic) Cost to my family. 3. Unmet need (socialising, access, carer ..) 4. Quality of Care (Relationships, Belonging, Communication, Family Groups..) 5. Workforce (job satisfaction, status, social worth ..) 6. Market fragility (Public perception, marketing, negativity bias - local news, time for outreach, intergenerational engagement...) 7. Disjointed care (input of family, local provisions, self-funding - budgets...) 8. Postcode (pre-social care, pre-lottery?)

Means (let's Test that.) here too?  2. (Catastrophic) Cost to the State? 3. Unmet need (my choices, informal carer ...)  4. Quality of Care (Value for £, Measures, Inspection, safety..) 5. Workforce (pay and conditions, minimum wage?, Unions, contracts, training, BREXIT ..) 6. Market fragility (FUNDING settlements, estate, investment, staff turnover, Qualified staff, commercial history, profit, governance..) 7. Disjointed care (commissioning, ...) 8. Postcode (local policy, funding, protocols ..)

'Dumping': Waste and Ethics?

individual

|

INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group - population

Individual: general literacy health literacy economic literacy ... ... Individual: morality, values, integrity ...	"South Africa's Northern Cape is one of the most ethnographically unique locations on Earth. It is home to the San people, a nomadic hunter-gatherer group that carries some of the oldest human DNA." p.90.
The SAN people "Our knowledge has been taken by clever people who come and tempt us -	TRUST Project 'National' ethics standards -  with 10 rand or five rand." p.90.

The Centre for Professional Ethics, UCLAN.

Perryer, S. Foreign Bodies, The New Economy, Spring/Summer 2019, pp.90-93.

Knowles, T. Ancestry firm uses DNA of customers to develop drug. The Times, January 14th, 2020. p.4.

a Book by two Fathers on "Grief, Guilt and Hope"

Il Nous Reste Les Mots (We Still Have Words) 

individual

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INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

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group - population

My source:
BBC Radio 4, PM, 13 January 2020. 38.45mins ...
(Available for 29 days).

Twenty Years armed forces LGB ...

individual

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INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

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group - population

	Ministry of Defence Main Building illuminated with rainbow colours

Discussion: "Reflecting on Health, Well-Being and Staying Well"

c/o Josh Bailey, Bailey's Grill

6th February 2020 2pm
30-60 mins plus discussion

Bailey's Grill and Bar CIC
25 Heath Road
Ashton-in-Makerfield
WN4 9HH
United Kingdom

This interactive session will, with the audience, generate a framework to help us individually reflect upon our own health and the health of others, whether family members, or as a health / social care professional.

It might help (not essential) to bring a pen and some paper.

Review: vi Kinchin's Visualising Powerful Knowledge to Develop the Expert Student

I have had a look at CMAP Tools over the years. My not actually using this software is an omission I must admit.. This year I will give CMAP a concerted try (and a review)?

My notes at the end of chapter 5 include: from bedside manner to fireside with regard to well-being. I think this was prompted by the conclusion students developing expertise (knowledge structures) not just as part of the curriculum, but motivation to extend their knowledge to "integrate characteristics of their future profession within their current studies" (p.84). My thought points to an increasing challenge to the 'professions' that governing bodies must be acutely mindful of, but also sustains and expands the space for non-professional experts - hence the 'fireside'. In mental health were lived experience continues to be pathologised and governments look to economise (professional rates of pay) this really brings home the future agenda.

Chapter 6 "Embedding Wider Theory" begins with a timeline from the 1960s that identifies key steps in theories, software conferences and journals (p.87).

By default Hodges' model can help transcend differences in terminology and make the links and overlap between the theories of Ausubel (in Psychology) and Bernstein (sociology, p.89). Diagrams being used to depict their respective work and support a more holistic view (my wording). Threshold Concepts are introduced (pp.89-92) and the discussion that follows of semantic gravity is a great insight (pp.93-100) together with the idea of punctuated learning. Perhaps the latter is also assisted by having a conceptual Swiss army knife ready-to-hand for when a burst (a step) of learning is initiated? There are many quotes here that I might return to later in the year.

As a student previously and mentor feedback is central and chapter 7 builds on chapter 6 and continues a call for change in feedback on learning AND teaching. 'Recipience' is stressed with its own section (pp.111-12); students may bemoan a lack of feedback but when provided do they engage with it? The book is rich throughout including this chapter and chapter 8 (final). As already noted an index would help, but I'm still bound to consider the related titles.

These posts have been text heavy, but for illustration purposes, the pièce de résistance is figure 44 on page 124:

Figure 44, page 124

I wonder if there is a common model that can act as a generic structure for readers and students disciplinary AND experiential knowledge structures?


Roland Tormey (2014) The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework, Teaching in Higher Education, 19:1, 1-12.
DOI: 10.1080/13562517.2013.827648

Novak, J.D. and Symington, D.J. (1982) Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3–11.

Kinchin, I., (2016) Visualising powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.

Many thanks to Brill for the review copy:

https://brill.com/view/title/37823

BRILL  | Plantijnstraat 2 | 2321 JC Leiden | The Netherlands
BRILL  | P.O. Box 9000 | 2300 PA Leiden | The Netherlands


See also:

Intro post

Review One

Two

Three

Four

Five

Paper: "Obtaining Consensus in Psychotherapy: What Holds Us Back?" c/o Goldfried

In respect to Goldfried's paper and the disciplines of psychology, psychiatry and psychotherapy; please also consider research as it applies to all, across the domains of Hodges' model. Hence, to include: objective, subjective, methods, methodology, quantitative, qualitative, communication, meaning, integration, data, information, policy, autonomy, accessibility (to therapy) and agency. As per the review of Kinchin - to be completed next post, it is the links/relationships to be made and understood between these concepts that are fundamental.

"There are at least three problematic issues that seem to contribute to the difficulty we have in obtaining a consensus within the field of psychotherapy: The first involves our long-standing practice of solely working within theoretical orientations or eclectic combinations of orientations. More-over, not agreeing with those having other frameworks on how to bring about therapeutic change results in the prolif-eration of schools of therapy (Goldfried, 1980). The second issue involves the longstanding gap between research and practice, where many therapists may fail to see the relevance to their day-to-day clinical practice and also where many researchers do not make systematic use of clinical observations as a means of guiding their research (Gold-fried, 1982). The third issue is our tendency to neglect past contributions to the field (Goldfried, 2000). We do not build on our previous body of knowledge but rather rediscover what we already know or—even worse—ignore past work and replace it with something new. What follows is a description of how these three issues prevent psychotherapy from achieving a consensus, after which there will be a consideration of some possible steps that might be taken in working toward a resolution of these issues." p.484.

INDIVIDUAL

|

INTERPERSONAL : SCIENCES

HUMANISTIC ---------------------------------------------- MECHANISTIC

SOCIOLOGY : POLITICAL

|

GROUP - POPULATION

Psychotherapy (Schools) Waves? 3rd Wave of CBT? Patient (as Self, Client, Person) Therapist (as Self, Person) Clinical Psychology Occupational Psychology et al... Psychological problems person-centeredness meta-cognition, reflection ... (see list, p.488) (my) PURPOSE	Theoretical orientation(s) empirical, experiential Biological Psychiatry 'medical model'  clinical training (ref to 'the' manual, protocol) THERAPY :: RESEARCH PROCESS
Therapeutic alliance  COMMUNICATION Therapeutic change Other (as patient, subject) History (benefiting from lessons learned) Social change, expectations "the sociology of science" p.486 PRACTICE	Curricula (as political entities) supervision, governance, professionalism funding access to therapy selection criteria (for therapy, gate keeping [self-assessment as exclusion?], studies) POLICY

Goldfried, M.R. Obtaining consensus in psychotherapy: What holds us back? Am Psychol. 2019 May-Jun;74(4):484-496. doi: 10.1037/amp0000365

Jones, P. (1996) An overarching theory of health communication? Health Informatics Journal,2,1,28-34.

BAD or FAB? Let the individual (child?) decide ..

individual

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INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

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group - population

BaD	FaB
FaB	BaD

BaD: Betting and Despair
FaB: Football and Betting

https://www.independent.co.uk/sport/football/news/fa-cup-games-stream-betting-website-bet365-review-broadcast-rights-heads-up-mental-health-awareness-a9274791.html

#children
#publicMENTALhealth
#vulnerability
#exposure
#mentalpollution

#BeautifulGame? 

Important new service #GamblingClinic #Sunderland@KendalICC @BarrowIcc @ulvdaltICC @Supergios @TheThewell2 @aaroncumminsNHS @claretwiggpeckh @JoConnolly_ @janet_folland @UKABIF @HeadwayUK https://t.co/6amCC1Gh4e

— ✨Glenys Marriott✨ (@cumpstonarchive) January 9, 2020

Paper: Rose, G. "Sick Individuals and Sick Populations" 1985

individual

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INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

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group - population

Sick Individuals	Sick Individuals
Sick Populations	Sick Populations

Geoffrey Rose, Sick individuals and sick populations, International Journal of Epidemiology, Volume 30, Issue 3, June 2001, Pages 427–432, https://doi.org/10.1093/ije/30.3.427


My source - with thanks:
Stewart Brock - message on FutureNHS Collaboration Platform

Peter Draper: Nursing theory in British nursing (and beyond..?)

Thirty years ago Draper identified a need for British nurses to:

"... have more confidence in themselves as practitioners, researchers and theoreticians. We must put aside the argument that nursing practice based on models derived from individual nurses own beliefs about people and life will lead to confusion in the client's mind and impede recovery, and instead use the implicit theoretical notions that guide the practice of every nurse as a starting point for the development of theory which explores, explains and enhances the reality of British nursing." pp.14-15.

"The resulting theory will achieve relevance from its grounding in the phenomena and data it seeks to explain, and although it may not have the power to account for nursing in all of its complex reality, it will be more likely to form an adequate curriculum framework than will deductively based theory." p.15.

Draper, P. The development of theory in British nursing: current position and future prospects. J Adv Nurs. 1990 Jan;15(1):12-5.

Review: v Kinchin's Visualising Powerful Knowledge to Develop the Expert Student

Still just in chapter 4 'Presenting the Curriculum'...

Threshold concepts are mentioned on page 57 but not explained (as yet).

There is interesting discussion of students being able to navigate their subjects. On levels of discourse and the role of textbooks. What do textbooks do? What do they not do?

I know this 'review' is a selective reading with my eye on Hodges' model, but the 'evidence' to support #h2cm really stands out. For example, on page 60, the curriculum as a political currency. So informative that I am looking forward to teaching opportunities in the Spring and the possibility of delivering a workshop in the autumn. Tufte is referenced in discussion on Powerpoint, bullet points and the form of notes. Powerpoint is also contrasted with concept mapping, as an affordance for learning.

At the heart of the book Chapter 5 'The Expert Student' is subtitled 'The Need to Manipulate Knowledge'. This gets to nub of the 'traditional' approach to much teaching, the regurgitation of facts. Figure 28, a concept map (of course), suggests and illustrates the dichotomy between competence (chains) and understanding (nets) but these together can make both learning and teaching a fluid, dynamic and rewarding experience (p.74). This is effectively what follows in models of expertise that also addresses the theory practice gap (p.76).

Kinchin's main point for me and what I've been aware of for too many years on W2tQ is that it is the knowledge connections between concepts that are more important than the concepts themselves (p.77). C/o Elvira et al. (2016), ten interrelated instructional principle for expertise development are listed (pp.76-79) and bear specific analysis here (including the content of Hodges' model within a new web environment - how I wish...!).

There's mention of a 'conceptual spine' which is great to read (p.83) but I think the challenge of education and the 21st Century calls for at least two [ Why settle for one! ;-) ]. The concept of 'resilience' is over-used of late (especially in mental health) and is diminished as a consequence. Perhaps, however a call for conceptual resilience AND assurance is very appropriate (testing this resilience is learning)?

'Moving between knowledge structures', that is, theory and practice should be an inevitable experience for students in their learning. Kinchin writes specifically on this with figures to match. On twitter of late (yes, my @h2cm 'bubble') there have been many tweets expressing concern about not just nurse recruitment and retention but student's too. Kinchin notes: "When students are interested or excited with the curriculum they are more likely to develop other positive emotions." (p.83). As I write this a New Year refresh is upon us. I have a template for Hodges' model pre-populated with content that doubtless needs updating. But with every new situation and patient encounter, there is a refresh, new learning to be sought with the patient/carer.

To be completed (but don't wait for me get your own copy!) ;-)

Roland Tormey (2014) The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework, Teaching in Higher Education, 19:1, 1-12.
DOI: 10.1080/13562517.2013.827648

Novak, J.D. and Symington, D.J. (1982) Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3–11.

Kinchin, I., (2016) Visualising powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.

See also:

Intro post

Review One

Two

Three

Four

Six

Thanks to Brill for my review copy.

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"Nurses' ability to reflect on their practice is vital to the profession" Is it?

I beg to differ with the title of this editorial, as I wonder how vital reflection really is; and not just to nursing, but to the profession. I wonder from the rather detached perspectives of:

• Wigan Pier - and the parochial view this engenders (#globalhealth - where on Earth do I think I am?);
• As a 'local' nurse practising in Bolton;
• As a mental health nurse practising in the community within the NHS
• As a champion of a pivotal* resource for reflection and critical thinking (where is everyone?);
• and several others ...

Nursing Management

Quinn notes how "Nursing continues to develop to meet the needs of the society in which it operates." Plus: "A core part of revalidation is the ability to reflect on, and learn from, our interactions with others." My reading of Kinchin (and others over the years) suggests that reflection needs to be more a practice and revalidation based. I understand this is not what Quinn is saying in this issue on "Reflection as part of revalidation". Reflection using Hodges' model can be preemptive and anticipatory. We need to get beyond introspection and the retrospective important as this is.

As to where people are, it seems they are elsewhere, maybe reflecting in the sciences domain seeking theories and evidence. Perhaps, current teaching and exposure to models and theories of nursing and healthcare has them reaching for 'pure' models of reflection - Boud, Gibbs et al. when necessary. As we talk about the legacy issue that is integrated care, in Hodges' model here is a tool - a 'freebie', a 'takeaway' yes an Ubercare, that can grow with students, newly qualified nurses and experienced staff as lifelong learners.

Now that is vital to me. When reflection is hard-wired**, a part of a practitioner's cognitive apparatus and their educational toolkit to share with the public explicitly or implicitly as the context and engagement demands.

*Pivotal? Yes, and of course in light of the above, I'd be pleased to explain and even argue the case. The irony here is the current (ongoing!) focus upon recruitment and retention. Hodges' model is 'just' a tool, I recognise this; but could the application of Hodges' model energise, inoculate and so prime students for their course of education and practice placements?

**soft-wired too - humanistic

Quinn, B. Nurses' ability to reflect on their practice is vital to the profession, Nursing Management, April 2019. 26:2, p.5.