https://doi.org/10.59132/vviz/2020/1/3-15
Abstract
This phenomenological article explores inner trust as an essential aspect of self-leadership. More specifically, I examine inner trust as a vital piece of becoming a professional worker by applying my theoretical approaches to a letter from a teacher. The letter is a genuine expression of teacher’s professional knowledge and exemplifies inner trust. My theoretical approaches are drawn from Bengt Molander (2015), Carl Rogers (1961) and Stanislas Dehaene (2014) and connect scientific philosophy with person-centered experiential therapy and neuroscience. I will focus on four ways of enabling individuals to increase their self-trust: trusting their own emotions, trusting their knowledge in practice, trusting routines and traditions, and trusting their holistic view of their profession. I will focus on the tension between trust and criticism. This tension must be balanced to enable teachers to be governed by self-leadership.
Povzetek
Zaupanje: temelj samovodenja učiteljev
Fenomenološki članek raziskuje zaupanje kot bistveni element samo- vodenja. Natančneje, preučuje ga kot enega najpomembnejših delov lastnega procesa usposabljanja, z uporabo teoretičnih pristopov in na
primeru pisem, ki jih pišejo učitelji. Pismo odraža učiteljevo strokovno znanje in vzbuja občutek zaupanja. Teoretični pristopi izhajajo iz del Bengta Molanderja (2015), Carla Rogersa (1961) in Stanislasa Dehaena (2014); povezujejo znanstveno filozofijo, v človeka usmerjeno izkustveno terapijo in nevroznanost. Delo je osredotočeno na štiri načine, s katerimi lahko posameznik pridobi več zaupanja vase: zaupanje čustvom, zaupanje znanju v praksi, zaupanje rutinam in tradicijam ter zaupanje holističnemu pogledu na poklic posameznika. Največji poudarek je na napetemu odnosu med zaupanjem in kritiko. Ta napetost mora biti uravnotežena, saj s tem učiteljem omogoča samovodenje.