Applicable Theories

Thoughts on Charles Bingham’s Before recognition and after: The Educational Critique6416d3c22555ee75bf4987ff45c564e4[1]

On Recognition

Simply and roughly put, the theory of recognition claims that we form our identities and perceptions of ourselves upon what we think other people think about us. Bingham argues that “it is the working through rather than the attainment (of our recognition) that cements the efficacy or inefficacy of our recognition” (340). In other words; it is the searching for answers surrounding our identities and the critical analysis of our identities that leads to the greatest benefits of self-recognition. This process may be considered as self-discovery, and through this self-discovery we are awarded the positive benefits of getting deeply connected with our selves (mindfulness?). Arguably, if I were to perceive the Other’s recognition of myself in a beneficial and productive manner (perhaps through rose coloured glasses), then I would be giving myself a helpful boost in my perceptions of my own self-recognition and self-efficacy. I am interested in finding some common and positive ground between healthy mindsets, and how one may frame their perceptions of the Other’s recognition of themselves. Anyone learning a new skill, including an apprentice in the work force, will spend a good deal of time analysing and fretting over critiques that they receive by their supervisor’s and perceived superiors. Considering recognitive theory, these perceptions that the learner gains from critiques and interactions with their supervisors will form how the learner recognizes themselves as an apprentice (or how the learner feels about their self-efficacy and competency in the trade).

Lasting Recognition

Bingham argues that the recognition we perceive from Others will vary in “lasting-ness” (341). I would argue that the degree of lasting-ness that the learning apprentice experiences from their supervisors will vary depending on how highly they value their supervisor’s opinions and beliefs (or the ethos of the supervisor, as perceived by the apprentice under scrutiny). Due to the unevenly weighted power dynamics of the supervisor – apprentice relationship in the work place, where the supervisor holds the majority of the power, the ethos of the supervisor is likely to be held in high regard by the lower ranking apprentice. Since the apprentice is doomed to receive critique from such an impressionable source, it would be wise to train the apprentices in the controlled environment of the classroom to frame their on-the-job criticisms in the most productive light as possible.

Framing Critiques for Positive Recognition

I believe that the most beneficial way an apprentice can receive criticism is when the apprentice actively analyses the critiques that they receive for helpful, productive, and creative information; in other words, in as nurturing a manner as possible. Unfortunately, the apprentice is sure to be subjected to some angry, unproductive criticisms by a disgruntled supervisor at one point or another. If we can train these young apprentices to recognize when a critique is out of line, and when a critique is adequately justified and full of learning opportunities, we will be providing them with psychological armour of sort against harmful self-recognition from the Other. With proper framing, even in the most negative of scenarios, the apprentice will be able to pick out productive criticisms from out-of-line, rude, or sadistic supervisors.

Of course, this concept of framing our perceptions of the way the world recognizes us in a self-beneficial way is applicable to all forms of recognition in our lives, and not just in the work force (Freud?). I believe that training the young apprentice in how to frame criticisms in the most beneficial way to their development will help to eliminate the risk of harmful recognition, which could lead to feelings of low self-efficacy, learned helplessness, etc.

Recognition for the Growth Mindset

Furthermore, we should teach the young apprentice to frame their critiques and experiences on the job and in the classroom in a “growth mindset cultivating manner”. The apprentice should be able to recognize each experience of learning and potential failure through the frame of the growth mindset. By viewing each experience as a potential for growth, the apprentice will be cultivating the growth mindset, and safe guarding their own self-recognition against harmful perceptions.

 

References

Bingham, C. (2006) Before recognition, and after: the educational critique. Educational Theory. DOI: 10.1111/j.1741-5446.2006.00229.x