Deeper ways of knowing!

We can only access them through self-transformation

I first mentioned perspectival knowing nearly a year ago in this post.  I keep coming back to it as it is the key form of knowing that underpins our ability to develop our practice and our relationships with those around us.  Emotional intelligence is an example of this form of knowing.

When we receive feedback on some action we have taken, and our first response is anger or dismissal then our practice does not change.  If someone says something challenging and we respond defensively then our relationships remain superficial.

With good levels of this type of knowing we can select a response which is in the best interest of all parties.  This is especially important in a classroom where a teacher’s response is also witnessed by the other, uninvolved students who will learn from it:

• Either, when someone says something challenging, it is alright to respond defensively (maybe even unfairly or aggressively) even if this is hurtful in return,

• Or, when someone says something challenging, we can calmly choose a response that is helpful – that is fair, kind and compassionate

On average, around 60% of employees in all sectors have poor perspectival knowing, they are not engaged in their work, and they do not improve much over time (see my latest book Why We Teach for stats on this).

If we continue as we are, the next generation will also have 60% with poor levels of perspectival knowing.

However, if we increase the percentage of teachers with good levels of this form of knowing beyond the current 40% then we have a good chance of effecting the next generation for the better.

There is probably no more important improvement in education today than this.

See here for my recent whitepaper on this subject.

 John Corrigan is an expert in helping individuals to bring their whole of mind to their daily life and increase their effectiveness and the effectiveness of those around them. This expertise scales from the individual to the team to the organisation. At the core of this work is the practice of encounter.  Earlier blogs can be found here.

• To purchase a copy of Red Brain Blue Brain, Student Feedback or Why We Teach go here