Do you ever stop to reflect on why your choices and actions have led you to where you are? Does it still sound weird to think about your mission and find the purposes for what you do?
There are so many choices and different opportunities in life that, quite often, we do not clearly see what we want to do with our lives – as a person, as a professional, as a player inside society in general. We are so busy with “doing” things mechanically and earning a living that we overlook one key question, which is – “what do I want to do with all the skills and abilities that I have and that make me unique and different from others?”
If you are wondering what training may have to do with this, here’s a point of reflection that may help you trigger your capacity to self-assess your practices, be it in the context of your personal or professional context.
As trainers and educators, we have to help others in this difficult path of self-awareness. If we manage to unveil the true potential within the individual, we are contributing to empowered individuals and professionals who are able to act in a conscient way. The satisfaction of knowing what we are able to do and how far we can go, makes it possible to discover new ways of contributing to the well-being of others and also to the development of societies. Developing a reflective practice helps you putting yourself and your practices into perspective, challenges assumptions, negative social and cultural biases, inequalities, and helps you question personal behaviours which influence the way in which you relate with others.
This is also one very strong reason to stimulate self-reflection and analysis of practices in every single training action that we undertake. When doing a self-assessment, the capacity to reflect on our own practices and learning is an element that supports the process of knowledge construction. Not only we are able to identify skills and competencies that we have acquired somewhere in the past, but we also confirm that we can perform lots of other actions that we had never taken the time to acknowledge.
Putting things into words also makes it possible to become aware of the multiplicity of realities we have in front of us everyday and to be confronted with the gap between a practice itself and its possible applications in different contexts. It is as if we look at ourselves in a mirror and are able to see beyond the image we have of us. If we are able to analyse what we do, why we do it and what impact our actions have, we are capable of becoming conscient agents of change – first of all the change which has happened in ourselves and also the change we have managed to make happen in others.
If we want to get to a higher degree of self-realisation, even in small actions that we undertake daily, then we have to reflect on who we are and what makes us wake up in the morning energised for another day.
As trainers, facilitators and communicators, are we allocating enough time to stimulate others to stop, think, reflect and elaborate innovative ideas? Are we listening carefully to what our counterparts have to say?
This practice should become a current skill, developed and practiced in any education or training setting. The results obtained, when learning takes place in a conscious way, are extremely important and bring about new horizons and high levels of engagement in any learner.
Photo credits Radachynskyi
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