The P4T Model of Reflective Practice

Grounding an Expansive Reflective Practice in

the personal Mindfulness, pedagogical Thinking, professional Teamworking and planetary Worldviews of teachers

The P4T Model of Integrative Reflective Practice is not a separate or additional model but is integral to the theoretical framework of educational synthesis itself.  Thus the core meatapractices at the centre of the map interactively comprise our model of reflective practice combining Mindfulness, Thinking, Teamworking and Worldview awareness. At the same time these four core metapractices ground the 4Ps of Personal, Pedagogical, Professional, Planetary Development as extensions of reflective practice. This core set of metapractices can be utilised as a stand-alone model of reflective practice in comparison with other such models in the field. However it is also integral to extended practitioner inquiry applied philosophically to all the other 12 metapractices for the purpose of helping teachers develop their most expansive metapractice and most comprehensive metatheory.

The integrative nature of the P4T model of Reflective Practice

Integrative Process Thinking

The model is Integrative in three ways: 1) its method of construction, 2) its scope for correlating all other metapractices in the synthesis, and 3) its scope for theoretical correlation with other models, methodologies and frameworks.

  1. The first layer of the model is based on a personal cycle of Mindfulness in four modes which is then integrated with the 4Cs of pedagogical/academic Thinking. This combined cycle can then be integrated professionally with the 4Ds of appreciative Teamworking and expanded still further by including the overarching values of one’s Worldview opening to planetary development.

  2. The resulting foundational model of Integrative Reflective Practice can then be used to integrate and personalise the theory underpinning the other metapractices as part of the expanding horizons, concerns and influence of one’s overarching practice.

  3. The model can be methodologically elaborated by making correlations with other theorists of philosophical-reflective practice. Significant exemplifications below include the Experiential Learning Theory of David Kolb, the systematic Axiology of Thinking of Robert Cummings Neville and the metamodern adult development theory of Hanzi Freinacht

Theoretical and Methodological correlations of the model

The P4T model of Integrative Reflective Practice starts with a simple but theoretically and practically rich cycle of Mindful Teaching in four modes.

Having started with a simple but rich cycle of Reflection in four modes, this is then extended in the first full layer of the model which builds in and integrates the humanistic/transpersonal psychology of John Heron. This core of integrative reflective practice becomes the basic metapractice that grounds P1 the quest for personal development.

The second layer of the model builds in and integrates the 4Cs of pedagogical/academic thinking developed by Matthew Lipman and Roger Sutcliffe which is also the basic metapractice that grounds P2 the quest for pedagogical development.

The third layer of the model  builds in and integrates the 4Ds of Teamworking, thus also incorporating David Cooperider’s methodology Appreciative Inquiry as applied to teams, which is also the basic metapractice that grounds P3 the quest for professional development

The fourth layer of the model builds in and integrates the overarching values of one’s Worldview which is also the basic metapractice that grounds P4 planetary development. This is depicted graphically in the centre of the diagram in which a worldview-aware teacher enlightens all the preceding layers, albeit within the relative scope that Traditional, Modern, Postmodern and Integrative worldviews variously afford.

The model can be theoretically expanded and practically enriched by making correlations with the Experiential Learning Theory of David Kolb’s model of philosophical-reflective practice. The extended model below graphically highlights the significant aspects of correlation.

The model can be theoretically expanded and practically enriched by making correlations with the systematic Axiology of Thinking of Robert Cummings Neville’s model of philosophical-reflective practice. The diagram below graphically highlights the significant aspects of correlation.

The model can be theoretically expanded and practically enriched by making correlations with the metamodern adult development theory of Hanzi Freinacht conceived as a model of philosophical-reflective practice. The diagram below graphically highlights the significant aspects of correlation.

© 2020 Tim Saunders PhD

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