Have you ever thought about the potential for unintended
consequences in acquiring disciplinary expertise? While one might assume that you see the
rewards as worth the risks, this might not be the case, as some of you might be
in the program more for the post-credential opportunities than for a genuine
desire to become an “expert.” How does all of this relate to your situation and
also to the current state of Doctoral
Education in Education?
Kurt here...asd;gljadsjadgl;jag
ReplyDeleteI find the conversation of disciplines and expertise particularly interesting, because I think that many people who are not in doctoral programs feel that they can't do the work or don't have the ability to get a doctorate for various reasons related to the notion of what a PhD means in terms of being an “expert” or “smarter” than the average person. However, I view it as an extreme specialization in one area of study that anyone with a specific interested can benefit from, regardless of your natural intelligence level. The interest, to me, is the most important part and willingness to learn, grow and be challenged. I do sometimes worry about how I leave out other areas of education in my specific focus within counselor education, which is why I like having classes mixed with other disciplines where I am exposed to those disciplines/perspectives, too. I don't believe I will ever be the expert in anything, even in my specific field, but I think being comfortable with that and always being willing to learn is what this program has really taught me (I am two years in, so I have been grappling with this for a while!). My research interests may change but I will always learn from my peers and teachers, and I think keeping this attitude will keep me open and honest with myself as an educator, researcher and expert.
ReplyDeleteAfter a few years of “threatening” to apply for the PhD program, I was not sure I would ever take the step because I did not feel as though I was cut out for the journey. I now feel as though I can pursue this journey successfully because of my passion for learning and a drive to learn more about social change in education. I am not sure when or if I will ever feel as though I am an expert in my field of study. My goal is to become as informed as I can through experience and dialogue with others as well as reading studies and attending conferences. I do feel as though the risk is worth it in the end. It does not matter much if anyone recognizes or cares about the PhD as long as those in my field of study care about the work I put into research and the new ideas I hope to attain through the whole process. I know some people get excited about the “Dr.” before their name and the hope of advancing in their career and making more money, however I am not in it for these reasons. (We all know this is not a career to pursue for money.)
ReplyDeleteOops...the above is Jodi. :)
DeleteHi … this is Holly. I’m interested in the idea of “unintended consequences” as we proceed down the doctoral path, especially in the early phases of our journey. Being new to all of this, and not knowing a lot, is exciting, but there’s considerable risk present too. As was pointed out by Golde and Walker, education is an extremely heterogeneous field, with scholars studying a wide expanse of topics from many different perspectives and orientations. On the one hand, I’ve experienced how easy it is to be swept away by all of these exciting, new ideas coming from so many different people. It can be hard to figure out what I think in the midst of it all. On the other hand, I study with professors and researchers who are committed to their work and who often have strong ideas about their fields, best practices, etc. With that in mind, I’ve also experienced how easy it is to be persuaded by someone else’s beliefs, especially when I don’t know much about the topic at hand. I think what I’m trying to say is that there seems to be this risk at this point in the doctoral journey of either losing the way - because there are so many different ideas out there – or in going the wrong way – because I follow someone else’s lead without thinking ideas through enough on my own.
ReplyDeleteHi, this is Laurie.
ReplyDeleteWhen we talk about “disciplinary expertise,” I assume that means the risks inherent in committing to a single field of research for the dissertation, which presumably bleeds inexorably into the next research project, and expands into the project after that. As someone who hates and fears commitment, that sounds just terrible. There might be an even better topic with much more potential to improve people’s lives through education that I just haven’t thought of yet. (Actually, I’m so sure there is that I don’t even mention my current tentative research topic in this post.)
Like most people, my current tentative research topic is a reaction to my own life and experience. What if I read some obscure journal article and find the easy answer to a problem that’s been plaguing me for years? How angry will I be that I didn’t find it sooner? I’m already a bit miffed that I didn’t know all of the things we’ve learned in the program back when I was teaching. (I guess that’s where public intellectualism comes into play.)
Also, as one’s field of expertise narrows, I imagine it complicates social interactions. Already, people in my life do not want to hear about my boring job. I can only imagine how they will react once I burrow down into serious research and begin rambling on about Cohen’s d or semistructured interviews. (See, I’m not even willing to commit to whether I prefer quantitative or qualitative research yet.)
This is Weadé...The potential of unintended consequences in acquiring disciplinary expertise hasn’t been a concern for me primarily because of how I view my role as a scholar in the field. I believe that educational scholars should strive to be change agents who generate new knowledge, challenge existing knowledge and the status quo to improve practice. The idea that one's beliefs, values and research interests in the field can possibly change as a result of engaging in a doctoral studies program should be invigorating. We should embrace unintended outcomes throughout our doctoral journey.
ReplyDeleteAlso, I'm perplexed by the term of “disciplinary expertise.” An expert is defined as "a person who has a comprehensive and authoritative knowledge of or skill in a particular area.” This definition is subjective and suggests that knowledge is definitive. How can we be certain that one has achieved disciplinary expertise? Is knowledge definitive, or is it ever growing and evolving (yes, in my opinion)? If it is ever growing, then how can we determine whether someone has achieved disciplinary expertise/comprehensive knowledge?
Carolyn here...I have often thought that a pitfall of acquiring disciplinary expertise in education might be getting so bogged down in theoretical or scholarly considerations that one might lose touch with reality. The world in general and the world of education in particular seem to change so quickly that by the time a teacher-turned-doc-student finally gets a chance to look up again from all her studying, she might no longer recognize the schools she knew so well before, and because of this, have become a false authority on the enterprise of education. This is especially problematic since the credential gives credibility to one’s perspective. My goal in this endeavor has been to acquire disciplinary expertise in service of practice, to develop the background knowledge and inquiry and communication skills necessary to become an effective and credible advocate for my students. Although I am starting to see some evidence of progress toward this goal, a forum for achieving it (i.e. a job to aspire to after grad school) is still not evident to me yet.
ReplyDeleteThis Mo….In becoming stewards of education, students need to understand the nature of education as well as the theories and frameworks used to generate new knowledge. The steward of education discipline, then, is someone who has responsibility toward the field of study and the enterprise of education. What are the particular forms of knowledge that should be of concern to stewards of education?
ReplyDeleteAccording to Richardson (2006) “ preparing such stewards through Ph.D. programs in education requires attention to the three forms of knowledge and understanding- formal knowledge, practical knowledge, and beliefs and misconceptions” (p. 254). “Expertise” in a field, which can be acquired through formal education and having substantive knowledge of the field, can lead to "unintended consequences" or change of perception. My perception of the value and importance of research has dramatically changed in the last few years. Knowing that research findings are always limited and constrained by the research designs and processes followed makes me question the so-called experts and the applicability of “ universal research findings” in all situations. An expert does not always know everything in their field, as some people like to believe. An expert is someone who has some understanding of the intellectual history of their field and is in a position to suggest the best ideas and practices. Their suggestions are always limited regardless of their authoritative position.
Vivian here…
ReplyDeleteAs an educator, I have always considered myself a life-long learner first and, in each assigned role, I enjoyed any and every opportunity to improve my skills. I applied to the Ph.D program with the same intent, looking forward to a learning opportunity and believing that the experience, including the required courses, research and related activities, will help me be a more effective supervisor (my current role). While earning a Ph. D will give me an opportunity to dig deeper into a topic in education that is of interest to me, acquiring a deeper understanding, it will not automatically make me an expert. I did not enter the program to become an ‘expert’ in my field and I also don’t believe that having the title Dr. is enough to make anyone an expert either.
As Weadè stated above, defining an expert as a person with “comprehensive and authoritative knowledge” in a particular area implies that knowledge is definitive. Who decides when an individual’s knowledge is comprehensive? While it may be possible consider someone to be an ‘expert’ in a particular field for a period of time, as long as formal (and informal!) educational opportunities continue to exist, the possibility of additional knowledge also exists.
Gabby here...
ReplyDeleteWhen interviewing for the doctoral program, Dr. Sutherland asked me what I thought would be the greatest challenge in pursuing a PhD program. At the time, I immediately replied time management - working full time, taking classes, and balancing family life. He responded he thought it would be moving from the practitioner world to the researcher world. Dr. Gerber urged us in Critical Issues in Special Education to "remove our practitioner hat". With one year down, I will say straddling both worlds is a challenge but is it impossible? My intentions when entering the PhD program was to pursue a professorship. I enjoy having the time to take a closer look at issues that affect education and seeing the broader view. However I am left with lingering questions Can one become a disciplinary expert in the field of education if you are not current with the practice? Can you ever really become an expert in a field that is ever changing?
Tonya here...I have not thought about the potential for unintended consequences in acquiring expertise. As I reflect on it now, I can only guess or suppose what consequences may develop. For example, I imagine that I will broaden my perspective regarding educational practices and policies as I know them. I will miraculously transform into a researcher- changing how I see and look at things, and much like returning home after extended living in a foreign country, I will experience a "reverse culture shock" when the things that I think I have known become no longer true. In my case, I am excited about all aspects of pursuing my doctoral studies. I feel as if I am exactly where I am supposed to be with an opportunity to study and learn deeply, teach passionately, and pursue community service that I hope will empower and touch individuals with disabilities and the policies or structures that support them. Surprisingly, I do fit most all of the characteristics identified in the article mentioned. My hope is that I can strike a balance between the theory and the practical application required for my research and my path to becoming a researcher.
DeleteHi, Nick here! Unintended consequences and disciplinary expertise, putting these two ideas together sounds like the recipe for a Greek tragedy. I studied political theory while I was an undergraduate student, and one of the main things that has stuck with me throughout my education is the dangers of hubris. On the first day of class each semester, I try to be honest with my students and let them know that sometimes I’m going to ask them difficult questions, and it is okay for them not to know the answer, but also in turn, there will probably be times where they ask me questions that I won’t know the answer to. It’s always interesting to see the range of reactions, some students find it comforting that is okay for them to say “I don’t know” as a response to my questions. On the other hand, some students feel they aren’t getting their money’s worth if their professor doesn’t consider himself an ‘expert’. I don’t think I will ever consider myself an expert in a field, but instead, I’d like to always consider myself a student, always learning, hopefully always growing, always furthering my understanding. As time, culture, and society changes, I hope that my ideas, abilities, and skills will change and grow as well. AS educators, failing to keep up with the world around us, (whether it be socially, scientifically, or culturally) creates a problem for our students, if we aren’t always checking our assumptions and recognizing that even the most basic principalities that we hold dear are subject to change, we end up doing a disservice to our students, our discipline, and our field.
ReplyDeleteThis is Weade...There are two areas mentioned by the author which overlaps with what we’ve discussed in class: 1) the role and responsibilities of stewards of education; and 2) shifting from practitioner to researcher by deconstructing what we’ve been accustomed to. As stewards of education, one of the responsibilities mentioned in the Richardson reading is to “represent knowledge to others both within and outside of the field.” One of the ways in which we represent knowledge is through our scholarly writing via journals, op-eds, policy briefs, white papers, etc. The author described the importance of being intentional during the writing process. As scholars, we engage in specific behaviors during the writing process to achieve a finished product. Certain behaviors yield better results (excellent papers) than others (average or below average papers). It is important to routinely engage in behaviors that we know will produce the best written products. The author also mentioned strategies to evaluate and improve our writing through self-reviews, editing, re-writing and peer reviews with other scholars.
ReplyDeleteAnother topic that overlapped with our class discussion has to do with the idea of developing practitioners into researchers. As practitioners we’re conditioned to be more verbose in our writing because we’re actively engaged in the practice of education and have significant experiences to contribute to the knowledge field of education. As doctoral scholars and future researchers, we must ensure that our writing is simplified can clear rather than confusing and ambiguous.
Oops, this post is under the wrong topic. Will post again for Becker Ch. 1.
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