Nik Bramblett | Winthrop University (original) (raw)
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Drafts by Nik Bramblett
Our ability to understand the world through reason can only reach to the level of our interpretat... more Our ability to understand the world through reason can only reach to the level of our interpretation of the world and not the world as it is. In addition, there are those who argue that metaphysics is beyond the province of rationality, making a powerful case that rationality can prove quite useful in contemplating epistemic matters, but there are definite limits—perhaps similarly to the empirical observations it helps to interpret—beyond which its reliability becomes faulty. Human perception, then, by definition must be subjective because it is conceived through a human “lens” or perspective. Thus, whether our sensations are the basis for ideas, or our conceptions are the basis by which we categorize and interpret sensations, it is not possible to know objectively what is, but only what we can conceive in our entirely human way of thinking. Meanwhile, our ‘entirely human way of thinking’ appears to be flawed, and not just our sensory perception, but our reasoning too, might be said to be unreliable. Thirdly, there are distinct limits, as has been demonstrated throughout the development of Western philosophy, to the proper use of reason, restricting its ability to puzzle out some metaphysical understandings. Since this is true, there are definite limits on rationality to explain the world. We can only understand things from the human point of view, and never can we actually know things as they are in themselves, nor can we rationally come to definite conclusions about some metaphysical concepts.
Papers by Nik Bramblett
Effective teaching requires the ability to make sound, on-the-fly dynamic decisions in the classr... more Effective teaching requires the ability to make sound, on-the-fly dynamic decisions in the classroom. Timely, effective decision-making is facilitated by the combined use of intuition and analysis, with intuition being primary. As intuition improves with experience, experiential learning, it would seem, improves decision-making. However, without effective, unambiguous feedback, the learning that could result in improved intuitive decision-making is far less than optimal. Efforts have been made in recent years in professional development of teachers to place an increased emphasis on empirical data collection and analysis to make up for this deficit. However, reflective examination that improves the quality of that feedback may indeed be a more effective use of limited time and other resources for professional development.
Thesis Chapters by Nik Bramblett
Reflection on classroom practice is helpful towards experiential learning for the secondary teach... more Reflection on classroom practice is helpful towards experiential learning for the secondary teacher, improving largely intuitive dynamic decision-making in the classroom over time. This investigation showed that indeed pre-service teacher education programs emphasize reflective practice—and students believe in its importance—but that in-service teachers do not believe they actually engage in reflective practices often enough. Teachers perceive that they have insufficient time to adequately reflect while fulfilling all the other demands of their ever-increasing workload, and that school leadership may not value reflective practice sufficiently to prioritize it. While popular Professional Learning Communities (PLCs) could provide the ideal forum for collaborative reflective practice and mentoring, this potentiality remains unfulfilled because these communities do not meet often enough, are directed largely from above, and typically focus on objectives that do not address reflection needs. Intuitive knowing, I contend, holds great value and deserves a prominent role alongside data and analysis in informing both pedagogy and classroom management; intuitive knowing, moreover, is nurtured by reflective practice.
Our ability to understand the world through reason can only reach to the level of our interpretat... more Our ability to understand the world through reason can only reach to the level of our interpretation of the world and not the world as it is. In addition, there are those who argue that metaphysics is beyond the province of rationality, making a powerful case that rationality can prove quite useful in contemplating epistemic matters, but there are definite limits—perhaps similarly to the empirical observations it helps to interpret—beyond which its reliability becomes faulty. Human perception, then, by definition must be subjective because it is conceived through a human “lens” or perspective. Thus, whether our sensations are the basis for ideas, or our conceptions are the basis by which we categorize and interpret sensations, it is not possible to know objectively what is, but only what we can conceive in our entirely human way of thinking. Meanwhile, our ‘entirely human way of thinking’ appears to be flawed, and not just our sensory perception, but our reasoning too, might be said to be unreliable. Thirdly, there are distinct limits, as has been demonstrated throughout the development of Western philosophy, to the proper use of reason, restricting its ability to puzzle out some metaphysical understandings. Since this is true, there are definite limits on rationality to explain the world. We can only understand things from the human point of view, and never can we actually know things as they are in themselves, nor can we rationally come to definite conclusions about some metaphysical concepts.
Effective teaching requires the ability to make sound, on-the-fly dynamic decisions in the classr... more Effective teaching requires the ability to make sound, on-the-fly dynamic decisions in the classroom. Timely, effective decision-making is facilitated by the combined use of intuition and analysis, with intuition being primary. As intuition improves with experience, experiential learning, it would seem, improves decision-making. However, without effective, unambiguous feedback, the learning that could result in improved intuitive decision-making is far less than optimal. Efforts have been made in recent years in professional development of teachers to place an increased emphasis on empirical data collection and analysis to make up for this deficit. However, reflective examination that improves the quality of that feedback may indeed be a more effective use of limited time and other resources for professional development.
Reflection on classroom practice is helpful towards experiential learning for the secondary teach... more Reflection on classroom practice is helpful towards experiential learning for the secondary teacher, improving largely intuitive dynamic decision-making in the classroom over time. This investigation showed that indeed pre-service teacher education programs emphasize reflective practice—and students believe in its importance—but that in-service teachers do not believe they actually engage in reflective practices often enough. Teachers perceive that they have insufficient time to adequately reflect while fulfilling all the other demands of their ever-increasing workload, and that school leadership may not value reflective practice sufficiently to prioritize it. While popular Professional Learning Communities (PLCs) could provide the ideal forum for collaborative reflective practice and mentoring, this potentiality remains unfulfilled because these communities do not meet often enough, are directed largely from above, and typically focus on objectives that do not address reflection needs. Intuitive knowing, I contend, holds great value and deserves a prominent role alongside data and analysis in informing both pedagogy and classroom management; intuitive knowing, moreover, is nurtured by reflective practice.