Information Technology Reference
In-Depth Information
This structure has been used to provide a basic framework to guide the students'
exploration of arguments relating to development methodologies. The use of individual-
written-argument-based exploration of topics and group-based debate sessions should
permit students to systematically test ideas expressed in the literature. The use of a qualifier
again allows students to express their level of confidence in the argument they are presenting,
and the need to consider warrants, backing, and rebuttals provides them with the required
balance.
Before the students put the above-structured argument approach into practice, they are
exposed to the basic ideas through a lecture structure that is also built on the argument
approach and is framed within a broad interpretive ethos. The articulation and overt use of
such a structure early in the course should help reduce the danger of students confusing
balance and qualification with equivocation, and evenhandedness and exploration with a lack
of the lecturer's ability to present the “right” answer. It is also important that the “argument”
approach does not become mechanistic, as reflection is seen as an instrumental approach in
helping students appreciate the many interpretations that prevail within the IS field. For those
students actively involved in the development of IS in practice, it is felt to be important that
they be encouraged to reflect on the nature, strengths, and limitations of their currently
favored or required practice and to consider the merits or otherwise of alternative strategies
or paradigms. For those students not yet in the workplace, it is important that they have a
framework that will help them critically evaluate organizational practices and be able to
contribute to the strengthening or challenging of those practices, as appropriate. Both
groups of students need to carry out this evaluation with a clear awareness of the social and
political paradigms that represent their working environments.
REFLECTION
Students are encouraged to constantly test their evidence and thinking through
reflective activity. Dewey (1910) considered that reflection arises as a result of a ”state of
perplexity, hesitation or doubt” and is an act that seeks to bring to light “further facts which
serve to corroborate or nullify the suggested belief.” This reflective process implies that
something is “believed in (or disbelieved in), not on its own direct account, but through
something else which stands as witness, evidence, proof, voucher, warrant; that is, as ground
of belief.” This critical testing of evidence, specifically the search for new evidence to confirm
or deny supposition, is the key aspect of reflection, and Dewey considered that it marks the
difference between “good and bad thinking.” Dewey considered “bad” thinking to be the
uncritical acceptance of any suggestion that seems plausible and terminates a state of mental
tension. He noted that the most important factor in developing reflective skills is that of
acquiring the habit of suspended conclusion and in mastering the various methods of
searching for evidence to support or deny a given proposition. The reflective process can
be supported in practice by using the kinds of questions and frameworks described earlier.
However, there is also a need to help students feel comfortable with such challenging
approaches, given that this will necessarily involve direct questioning of the knowledge and
beliefs of the learning facilitator. For some students, particularly some overseas students, this
is a daunting prospect, and a sensitive and supportive environment needs to be generated.
