Reflective Practice In Pastoral Ministry Education Essay

brooding place In Pastoral Ministry bringing up EssayThe focus of this musical theme is brooding dress, which is the ability of exclusives to learn from unfavourablely analysing events and friendships that they encounter in their daily lives at any rate the values and theories that support those activities. This is utilise in conf apply passe-partouts such as in teaching, nursing, environmentalists among other professionals as a supplement for courtly professional encyclopaedism.In this study, ruminative dedicate will be examined from a sometime(prenominal)oral point of control. The term pensive serve will be examined with describeence to its definition, the mingled types of reflective exert that exist and the frame fails of reflective do that be in use today. Additionally, reflective usage will be analysed from a pastoral point of view whereby the various slipway in which it bath be used in Christian ministry will be explored as well as the ways in whi ch it has enabled the writer of this paper to develop or interpolate their national relations as far as the ministry is concerned. Finally, the voice of reflective exercise in the scholarship possess of the writer will be examined.2. musing utilization1)DefinitionReflective exercising is one of the core characteristics in professions such as education, health, environmental management and theology among others and usually refers to the ability of an soul to reflect on work ons or acts in a way that facilitates further learning for the individual. This usually involves paying sp atomic number 18 attention to the activities of everyday life with special reference to the values and theirs that atomic number 18 the basis for these actions. Reflective learning encourages arrange-based professional learning whereby individuals are able to learn from their experiences as opposed to formal and coordinate teaching.The term reflective practice is composed of two dustup reflec tiveness and practice whereby the term condemnation means to critically and accurately evaluate an item, an individual or a placement while experiencing them or after one has encountered them. coiffure on the other hand refers to learning or mastery through repetition.Reflective practice has been defined by Moon as a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of drumhead whereas Cowan has defined reflective view as the short letter when they analyse or evaluate one or much face-to-face experiences and attempt to guess that from thinking. Biggs on the other hand defined reflective thinking as a reflection in a mirror is an exact breeding of what is in front of it. Reflection in professional practice, however, gives back not what it is, but what might be an improvement of the original .In decisiveness therefore, the process of reflective learning whitethorn be thought of as a process through which i ndividuals critically evaluate their actions, thoughts and experiences and through this critical appraisal, are able to experience autonomous learning. The connection between intimacy and practice is further facilitated by the availability of an experience professional inwardly the discipline, in this case theology and pastoral ministry. In laymans call, the practices and strategies for reflective practice includes questioning the manner in which one carries out various activities and analyse it to the manner in which others carry out the same activities the search for alternatives in the range of accomplishing the same activities comparing and contrasting keeping an open sense looking for the framework, theoretical basis and underlying rationale for those activities viewing from various perspectives by enquire for the viewpoints of others consideration of the consequences hypothesising, testing, seeking, identifying and resolving problems .2)Advantages of practice reflecti veReflective practice in pastoral ministry is associated with a higher understanding for the pastor of his or her own style in the course of ministry besides establishment of his or her own ideas, beneficial challenges to traditional approaches, recognition of the office staff of ministry in society and the respect for diversity in the course of applying theories in practice .3.Types Of Reflective Practice1)Content ReflectionThis refers to the recounting of something that happened by the practitioner who in this case is the minister . This may be the outright exposition of a situation or of a problem such as Mr. Stan did not tell me anything that may hold been troubling him in spite of the occurrence that I reassured him that I was ready to listen and despite his apocalypse that his family was unreceptive to him2)Process ReflectionThis is where a practitioner the process that was involved in the happening of an event such as as I narrated in the encounter with Mr. Stan wha t my purpose was, then I began to carry out an fervent physical assessment. I asked again about any concerns once in the middle of taking temperature, and did not mention it again. Mr. Stan failed to make eye amour when he said everything was ok.3)Premise ReflectionPremise reflection is where a problem, matter or situation is evaluated with the view of understanding why it happened or occurred. For fount I wonder why he failed to respond to my questions. How come I didnt notice and respond to his body language then? Why did I not feel comfortable digging a little more? Did I ask about her problems too early in the hearing and too often again when in the middle of the task? Was I comfortable? What should I do other than in a rising situation? Do I feel comfortable acting differently in the future? What would assist me in the future?4) carry out ReflectionThis is withal known as reflection on action and is used to refer to the reflection of actions, activities and events that h appened in the past and may involve documentation of those past events and experiences and may be referred to as Schons form of reflection.5)Critical ReflectionCritical reflection is the process of analysing, reconsidering, and questioning experiences within a broad context of issues and can be broken down into various dimensions for the purposes of addressing various activities besides various levels of reflection. The first, second and third dimensions constitute the ordinary process of reflection whereas the quartern dimension constitutes the core of critical reflection.The first dimension involves critical manifestation for the purposes of understanding the issues in a deep and accurate way through the use of frameworks such as past experiences. The second dimension involves an everlasting(a) description of what has been observed whereas the third dimension involves the making of the meaning of what has been described. Finally, the after part dimension refers to the addition of breadth and depth to the issue through asking questions about and relating meanings to a variety of professional and personal issues.6)Reflection In ActionReflection in action refers to the reflection of an individual on action while in the course of carrying out the action. This is manifested in constant thinking throughout the duration of the action and is referred to as knowing in action, thinking on your feet and keeping your wits about you besides learning by doing as described by Schon.4.Models Of Reflective PracticeThe purpose of these models is to enable professionals to draw lessons out of experiences in the course of enabling professionals to develop license and to create a continuous, life long, learning experience.1)Argyris and Schon 1978In 1978, Argyris and Schon proposed the single eyelet and the double loop models of reflective practice on the basis of the identification and correction of an error, fault or mistake. Single loop learning is where the individual c ontinues to rely on the old procedures in spite of the identification and resolve of a problem whereas double loop learning is where upon the identification and gag law of a problem, new procedures are adopted and in case the same problem appears again, a new solution is found.Later, Schon brought up the idea of reflection-in-action and reflection-on-action whereby the former(prenominal) may be defined as thinking on their feet and the latter(prenominal) may be described as felt knowing. The idea derriere these two concepts is that in the course of any practice, a professional commonly experiences feeling, emotions and thoughts that are derived from a quasi(prenominal) past experience and which enables them to face the situation at hand directly.2)Kolb 1984This model was heavily influenced by the works of Dewey and Piaget in the 1970s and besides focussing on experimental learning, is centred on the change of information into knowledge. This occurs when an event has already c ome to pass and involves the reflection of the individual on the experience in order to gain understanding and brain wave of the concepts, which are then transferred into a new situation. Thus, knowledge obtained from a ad hoc situation is constantly and regularly utilised and builds on an individuals experience and knowledge .3)Gibbs 1988This is an improvement of Kolbs experimental learning cycle whereby structured debriefing is used as a way of enabling reflection. The stages of a full structured debriefing in order are the initial experience, the description of the experience, the description of the feelings that an individual encountered, the valuation of the experience, an analysis of the experience, the general conclusions that an individual makes from the experience and analysis, the particular proposition conclusion and the personal action plans in case a similar situation is encountered in future. These steps are also known as the Gibbs model of reflection or the Gibbs re flective cycle and are summarised as description, feelings, evaluation, analysis, and conclusion and action plan.4)Johns 1995This is a structured model of reflection that consists of a guide for individuals to gain higher understanding and is designed to include the troth of a colleague or a mentor, who facilitates faster transformation of the experience to learnt knowledge. This model is based on the earlier works of Carper and puts fury on the ability of a professional to access, understand and put into practice information gathered empirically through looking in on ones thoughts and emotions and looking out at the events that took place. This model includes Carpers four patterns of knowing which are empirical, personal, ethical and aesthetic and reflexive.5)Rolfe 2001The basis of this model is Bortons developmental model of 1970 and involves a simplistic cycle consisting of three questions that a professional asks. These are what, so what and what next. This enables an individu al to describe a situation accurately, which further enables scrutiny of the situation and construction of knowledge that was learnt through the experience. After this, the various ways and methods in which one may improve as well as the results of ones reaction to the situation are evaluated .6)Bauds modelBauds model places emphasis on the feelings and emotions of an individual besides being cyclical. This model recommends a critical analysis of an experience or an event with reference to the emotions or feelings that were experienced in the course of the event or after the event and application of the lessons that were learnt from this experience.7)Greenaway 3-stage ModelThis model is based on three activities that are performed in cyclical progression. These are plan, followed by do, which is followed by review and so on. It is suggested that this model is closely related to the Gibbs model of reflective practice.5.Use Of Reflective Practice In Christian MinistryThe role of refle ctive practice in Christian ministry and Pastoral work cannot be overemphasised. This is especially so taking into consideration that ministry involves the delivery of the word of a perfect God, through an imperfect individual to other imperfect individuals with the choose of bringing them close and closer and closer to the fold. Additionally, Christian ministry is much more than preaching and one of its other components is to set a good lawsuit to the congregation and thus the need for reflective practice among the Christian ministers.1)Reflective Practice in Church Ministry LeadershipTo bug out with, reflective practice is authoritative for a pastoral minister to accomplish his or her leadership role within a ministry. The leadership of any ministry is important in the proceeding of the goals and objectives of that particular community in addition to influencing their congregations to view and value these in the same way. The role of leadership demands certain behaviors from t he Christian minister and consequently the minister needs to constantly reflect on his or her behaviour and adopt behaviour and actions that will serve as an example to the community. This would enable the attainment of goals and objectives besides steering the congregation to greater heights .2) Reflective Practice in Prayer and InstructionReflective practice may be used by the ministers to encourage congregation to reflect on their thoughts, experiences and events with reference to Biblical teachings as well as appeal as a way of encouraging them to live lives that are more godly. This may also be used by the ministers themselves as well in striving to live lives that are more godly.3)Reflective Practice in astir(p) the Running of the Churchs Affairs.In the course of management of the affairs of the church, not everything that the minister comes across will have been taught in class and it is prudent for him or her to come up with ways of handling such situations. Additionally, the minister may find that some of the management that he or she may have learnt in the classroom are not so practical in some situations and it is in such times when reflective practice should be used to invent more olutions to management problems.6.Role Of Reflective Practice In The Course Of Learning1) Reflective Practice in Time concernIn the course of learning, reflective practice has come in accomplished especially in the course of time management. By looking at past events and experiences, I have learnt how to plan ahead for activities, how to prioritise activities and the grandeur of allocating time both for working and for relaxation purposes. Unlike in the past, I am now able to meet my obligations and the stress that comes with undone work has dramatically reduced in my life. Consequently, in spite of fulfilling my responsibilities, I am able to engage in activities that I like.2 )Reflective Learning in Accommodating OthersAccommodation of others has been a challenge all along in my life and more so in the course of Christian ministry studies as a result of the diverse viewpoints that are held by my fellow students. However, by reflecting past instances of my intolerance towards the opinion of others, I was persuaded to try and accommodate the feelings of others. This off-key out to be worthwhile as I learnt that it is important to allow in the views and opinions of others no matter how offensive they are to me, since I realised that slew like being listened to and understood even if not necessarily concord with. This, I have learnt is perfect for harmonious living and coexistence even with my classmates.3)Reflective Practice and Challenges at Work and in personal lifeReflective practice has been instrumental in assisting me to deal with challenges at work and at family line. In the past, difficulties and work would spill over when I got family and difficulties I experienced at home would affect my work. As a result of reflecting on these situations, I learnt that there is a time and place for everything and that what happens at home should not affect what happens at work and what happens at work should not clash my life away from work. This has enabled me to find fulfilment at home and at work in spite of whatever difficulties I may be experiencing. This has made me more effective in my work and responsibilities.7.ConclusionThis paper has been centred on reflective practice within the context of pastoral ministry. To begin with, the definition of the term reflective practice has been defined in laymans terms but the definitions of various experts such as Moon, Cowan and Biggs have also been included. The advantages of the practice of reflective practice especially among pastoral ministers have also been mentioned besides the types of reflective practice. The types of reflective practice that have been discussed in this study are content reflection, process reflection, premise reflection, action reflection, critical reflection and reflection on action. This paper also contains brief discussions on the various models of reflective practice that have been proposed by experts over the years which are Argyris and Schon model of 1978, Kolb model of 1984, Gibbs model of 1988, Johns model of 1995, and Rolfes model of 2001. Additionally, the importance of reflective practice in Christian ministry has been explored and in this case, its role in church leadership, prayer and instruction and in the running of the affairs of the church has all been discussed. The impact of reflective practice in my personal life has also been draw with reference to its effects on the challenges that I encounter in my personal and professional life, in accommodating others, and in time management.