narrative – Page 2 – ACCELL Research Team

Profound change in personal perspective, inclusive of the cognitive (thinking), affective (feeling) and behavioural (doing) dimensions of experience, are central to the adult learning theory of transformative learning (Mezirow, 2000). Transformative learning may occur in response to a disorienting dilemma, a crisis, or a series of critical moments that press an individual to change and adapt. Studying for a degree, for example, quite frequently visits dilemmas, crises, and critical moments on students. Such challenges are addressed by career development practitioners who are working in educational contexts. Career Development Learning (CDL), whether it occurs within career counselling or career education, can be a vehicle for reflective learning that is transformative: that is, transformative career development learning (TCDL) (McIlveen, 2012).

CDL Answers Questions

CDL aims to facilitate students answering ostensibly straight-forward questions, such as:

“Why am I studying? Why am I studying for this major and degree? How can I make the most of my studies for personal achievement and work? What do I have to learn in order to achieve my goals? How can I determine the best study pathway for my career goals? How can I use what I have learned for success in the workforce?”

These questions are routine for career development practitioners who support students in universities and colleges. Academic practitioners, however, may not necessarily find the questions routine or even relevant to the day-to-day teaching of their specialist disciplines. An academic may well ask: “Don’t these students know why they are here?” Unfortunately, students’ decisions about their careers and choice of qualifications are not always perfectly resolved. Thus, these questions posed by students go to the heart of the matter when it comes to being a student: Authentic engagement in learning. And, this when CDL is really valuable.

CDL as a Reflexive Mirror

CDL may be metaphorically conceived of as a two-way mirror (McIlveen et al., 2011), as shown in the figure below. On the left-hand side of the figure is the student who is embedded in layers of career influences that range from the intrapersonal to the broader social and economic. On the right-hand side is the world-of-work, which is equivalently layered and complex. In the middle, is a two-way mirror that represents CDL.

CDL enables the student to reflect on his/her self with respect to career competencies and learning objectives. From another perspective, the student may look through the looking-glass—a lens of career competencies and learning objectives—to see the world-of-work. Both perspectives create meaning oriented toward self and the world-of-work, and it is through this meaning making process that disciplinary studies are made meaningful to the student, perhaps by answering the questions given above (e.g., “Why am I studying?”). Continue reading “Transformative Career Development Learning” →

As an intimate act of personal archaeology, career counselling excavates the psychological, social, and cultural past of an individual so as to inductively understand the present. Then, on the basis of this knowledge, the counsellor and client cast their psychological eyes into the future so as to imaginatively co-construct a story that may, or may not, generate active engagement in the world of work. This creative process of being and becoming can be traced to the philosophical treatises of Kierkegaard, Hume, James, and Nietzsche.

Soren Kierkegaard

Can career counselling be a solution to Kierkegaard’s (1843/1967) problem of living life forward by knowing it backward? It can be; but, only if, paradoxically, one bravely accepts that this putative knowledge of the future that is inductively created on the basis of the past is little more than emotive guesswork, if not a folly that should be tentatively grasped with fingers crossed behind one’s back, hoping that one’s predictions may come true.

David Hume

It was David Hume (1748/2007) who challenged induction as a way of knowing the future. Hume suggested that humans believe in their predictions as result of intrinsic psychological architecture. Humans are inherently disposed toward committing the logical fallacy of post hoc ergo propter hoc or cum hoc ergo propter hoc (i.e., after this therefore because of this; with this therefore because of this). In other words, that B followed A, is no reason to believe A caused B; and, that A and B occur simultaneously is no reason to draw a causal relationship between the two.

William James

William James (1890/1952) deepened this idea in his argument that humans experience time because they experience thinking, metaphorically, like the flowing of a stream. Furthermore, James argued that consciousness of series (e.g., one event following another after another, and so on) is the source of rational thinking. Humans are not only psychologically capable of discerning series; they aim to do so in order to make sense of events they observe. Storying relies on this sense of time and inductive thinking so as to create connections between one moment in life and the next, ad infinitum.

Notwithstanding the flaw of inductive thinking, it is in existential torment that one must carry on with life, believing, and hoping, that the future can be known, albeit a fiction that is composed as an open-ended story that seems to contiguously follow on from the previous chapter of a life (i.e., post hoc ergo propter hoc). This fiction is exactly what people construct in order to make sense of their past and current phenomenal world, and it is this fictional existence that permits the activity of narrative career counselling as a way of knowing. In this way, counselling produces therapeutic truth—a benign white lie with generative intent. Accordingly, career counselling, especially narrative career counselling because it is the most doubtable form of personal knowing toward the creation of personal truths, has no more compelling a purchase on creating personal truths than psychoanalysis, which is a most exquisite form of personal archaeology.

I use pragmatism (James, 1907/2000) as an epistemology of personal truth, that which I call “pragmatic ideographic truth”. Continue reading “A Philosophy of Career Counselling” →