May 10, 2017

CES PG Conference 2017: Self–Reflection and Self–Criticism

Self-Criticism is not as harsh as it sounds, but regardless some people run away at the thought of being self-critical whilst others for whatever reason take self-criticism and use it as a form of self-destruction. The origin of this perspective involves a complex variety of social and psychological factors, leading to diverse conceptualisations of self-criticism, and of being self-critical. Being self-reflective and self-critical are important components of being an effective, reflexive researcher and therefore a part of professional development. I shall discuss the process of self-reflection and self-criticism in other blog posts but it suffices to say that they are key skills that enable the Ph.D. candidate, or anyone else, to analyse and think about a previous experience and its context, and to critically evaluate the experience and outcomes in order to identify current skills and knowledge gaps, and to plan effectively and appropriately.

Conferences offer excellent opportunities for self-reflection and self-criticism activities to take place through, for example, observations made and feedback given, and these activities can take place at both philosophical and methodological levels. There is much flexibility and adaptability in the approach to self-reflection and self-criticism therefore it’s up to you to decide what you think represents appropriate reflective and critical engagement.


Evaluation Of My Presentation Performance


The topic of the presentation related to the assessment of debates within a post-truth context where I provided the audience with my working definitions of post-truth within a general context, and within the specific context of social processes, followed by claims made by certain philosophers against the usefulness and effectiveness of debates, followed by the initial findings and thoughts of debates that I have observed. Given that this was the first ever time of presenting at a conference I am happy with the performance that I gave. I didn’t feel that nervous before or during the presentation although beforehand I was wondering if I could actually do this, which was completely irrational because I have presented before but not in front of a wider audience. The audience genuinely enjoyed the presentation and some came up to me for brief chats about the presentation, and importantly I was given important feedback which is being used as a focus for future planning and skills development all of which shall act as evidence for professional development.


From the feedback and from observing other presentations that took place I have come to know the way in which I can improve the presentation in terms of more engaging content, such as explaining more the context and the need for the research so that the audience is able to situate the research and the findings within a particular context. Thinking about the construction of the presentation I did actually begin to include information about the context of the research but I didn’t think this was important given that I wasn’t presenting a complete scenario or complete findings, as I emphasised at the beginning of the presentation, but I’ve now come to know that it is important to really elaborate further on definitions and contextual understandings regardless of the stage of research.


Evaluation of the Conference


It was a wonderful, engaging, thrilling and satisfying experience where I have not only been able to present but also been able to engage with other presenters and their presentations reflectively and critically, from both philosophical and methodological perspectives. Conservations with other Ph.D. candidates and the supervisor has led to new ideas and confirmed some ideas that I had but was not sure of, and these are currently being elaborated upon and therefore shall be discussed at some stage in future blog posts. The new and confirmed ideas are as follows:


· Increase scope of contextualisation in the thesis: explain the context within which learning processes are being explored, and argue why a particular context is of more interest than other contexts. This was going to be included in the first place, but its importance has been hinted to be of a substantial level especially in the social sciences and when substantive theories through grounded theory are being developed, as these theories appear to be relative and contextualised. Such explanations also need to be present in future presentations
· Provide a section relating to the theory-practice relationship. I knew this would be included, but it’s interesting to gather different opinions. The theory or model that I am creating will be useful in practice so I will need to fully elaborate in the thesis exactly the way in which the theory can change or assist practice, and vice versa
· Reconsider research methodology: philosophical approaches are fine I have no problem with my own philosophical perspectives as I think I can argue this in the thesis and in the viva examination (fingers crossed!) it’s just a matter of fully developing argumentation and elaboration of the way in which philosophical perspectives influence the research design and play a part in uniting the components. Grounded Theory is also fine: I do have the belief that a substantive theory that grounded theory enables to be developed is required. The only alteration is likely to be the dropping of the label “case study” and replace it with “case based.” The more I think about the way that I am exploring the phenomena of interest the more I’m realising that it’s not a full blown case study.
· Potentially increase the size and scope of the methodology chapter: a presenter made an important point that theses vary considerably in their chapter lengths from researcher to researcher. I am beginning to form extensive interest in Philosophy and Methodology and their relationship with each other; therefore, I have extensive interest in the way in which different components of the research design fit together. I have just about as much interest in research design itself as I do with the phenomena of interest, therefore I am thinking about extending the scope and size of the methodology chapter considerably.
· Consider further the role of emotional intelligence in social learning processes: an excellent presentation along with my own observations of the data has inspired me to think more about the role of emotional intelligence when analysing social learning processes. This is all part of exploring and thinking about social learning processes from as a wide, diverse amount of perspectives as possible

Summary


The conference provided an excellent platform of self-reflection and self-criticism, and therefore assisted with identifying new directions that were not previously considered important to the research, and assisted with developing solutions to any concerns that I had. I am happy with the performance that I gave and I realise where improvements can be made, and happy with engaging with other presenters and presentations allowing me to reflect and critique my own research; therefore, identifying possible directions to take the research. An excellent conference in general!


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