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Southern Oregon University

HTLC-LITHIA5Connecting Core Reflection and Holistic Education

Core Reflection Workshops with Dr. Fred Korthagen

Pre-conference: Wednesday and Thursday, September 17- 18, 2014

Post-conference: Sunday, September 21, 2014

"[Core Reflection] is about the opportunity to be who you really are or really want to be. Some people might call it self-actualization. Some people might call it authenticity, some might call it flow, but I’m not sure it’s any of those things exactly. I think it’s about being human, being very natural in responses, and being very present".  
William Greene in Kim & Greene (2011)

Pre-conference: Wednesday and Thursday, September 17- 18, 2014

  • Wednesday, September 17 and Thursday, September 18, 9:00am - 5:00pm.
  • Workshop fee is $200 (Includes materials, two lunches, coffee and tea).
  • Register here. Please note the number of participants is limited.
  • Hosted in the Education/Psychology Building Room 16 at Southern Oregon University in Ashland, Oregon.

Post-conference (Core Reflection Level II): Sunday, September 21, 2014

  • This workshop is intended for anyone who has taken the pre-conference workshop (Core Reflection Level I).
  • Sunday, September 21, 1:00pm - 9:00pm.
  • Workshop fee is $100 (Includes materials, coffee and tea).
  • Register here. Please note the number of participants is limited.
  • Hosted in the Education/Psychology Building Room 16 at Southern Oregon University in Ashland, Oregon.

For more information, see www.korthagen.nl.

“This has been the most profound, influential workshop I’ve ever had in my life. It presented me with, no, immersed me in an ideal vision for my work, my teaching and my way of being.”  ~ 2013 Attendee

Background and Aim of the Workshop

Core Reflection is a holistic approach building on our ‘core qualities’ to overcome internal and external obstacles to use one’s best capacities in practice. In the Core Reflection approach, the cognitive, emotional, motivational, and behavioral aspects of learning are connected (thinking, feeling, wanting, and doing). It uses recent insights from positive psychology, holistic education, Almaas’s Diamond Approach, psychosynthesis, Gestalt therapy, and the ‘Courage to Teach’ work of Parker Palmer.

Core Reflection has been successfully implemented in many schools and teacher education programs. Research has shown its strong impact on the professional development of students in schools, novice teachers, experienced teachers, school principals, and teacher education faculty. Core Reflection helps to create ‘flow’, inspiration and high quality in work. Publications on Core Reflection have appeared in important academic journals in the field of teaching and teacher education (see the list of key publications below).

Based on the success of previous workshops and the publication of the first two books on Core Reflection in English, a two-day workshop on Core Reflection will be open to individual participants from all over the world. New developments in education require that we rethink how best to build linkages between theory and practice. In this context, reflection is a central concept. The Core Reflection approach, developed by Fred Korthagen and his colleagues, aims at promoting a deep and transformative kind of reflection in the coaching of students, teachers, or colleagues. It represents a shift from a focus on problems and deficiencies toward a focus on strengths. What are people’s strengths? How can they be used? How can you support people in overcoming obstacles, and help them act upon their strengths (their ‘psychological capital’)?

Workshop Objectives

The workshop will provide a foundation for participants to apply strength-based coaching based on Core Reflection. Participants will also learn how to use their own personal qualities more optimally and to recognize and overcome internal obstacles to bring out the best in themselves.

Workshop Structure

During this workshop, the presentation of theoretical issues will alternate with practical examples of coaching procedures. Interventions will be practiced through real coaching situations created during the workshop along with mini-exercises, each focused on developing specific skills.

The Workshop Facilitator

Prof. Dr. Fred Korthagenwill be the primary trainer. He is an emeritus professor of education from Utrecht University, The Netherlands. He specializes in reflection and self-directed learning as key aspects of professional development and the integration of theory and practice. On these subjects, he has published extensively, for example the book Linking Practice and Theory: The pedagogy of realistic teacher education. Twice, in 2000 and in 2006, Dr. Korthagen received the Exemplary Research Award from the Division Teaching and Teacher Education of the American Educational Research Association (AERA). Fred Korthagen is also an experienced Gestalt therapist, and he has a background in a variety of other therapeutic approaches. He has given workshops and professional courses in many European countries, as well as in the United States, Canada, Japan, and Australia.

 Comments from previous workshop participants:

"Personally, [I have gained] a set of skills I feel will be empowering professionally [and a] set of connections to people and ideals which I feel will deepen and enlighten my experience of work."

“This has been the most profound, influential workshop I’ve ever had in my life. It presented me with, no, immersed me in an ideal vision for my work, my teaching and my way of being.”

“I see this workshop as a tremendous gift.”

"The biggest benefit for me has been learning new tools for refocusing problems and obstacles into strengths."

"You would not know how much [of a] profound impact you’ve had on me personally and professionally. I feel so fortunate to have been at the first workshop you gave in America!"

"[I] gained a sense of self-identity, freedom from limiting beliefs, [and] empowerment to fulfill my life purpose."

"Since returning, I have told colleagues and students that in my many years as an educator,

I think this has been the most powerful and transformative experience I have ever had."

"To function from a place of strength, to affirm the qualities in self and other, and to have language that is approachable are all incredibly valuable."

Key Publications on Core Reflection

- Hoekstra, A. & Korthagen. F.A.J. (2011). Teacher learning in a context of educational change: Informal learning versus systematic support. Journal of Teacher Education, 62(1), 76-92.

- Kim, Y. & Greene, W. (2011). Aligning professional and personal identities: Applying core reflection in teacher education practice. Studying Teacher Education, 7(2), 109-119.

- Korthagen, F.A.J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.

- Korthagen, F.A.J., Kim, Y.M., & Greene, W.L. (Eds.) (2013). Teaching and Learning from Within: A Core Reflection Approach to Quality and Inspiration in Education. New York/London: Routledge.

- Korthagen, F.A.J. & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional development. Teachers and Teaching: Theory and Practice, 11(1), 47-71.

- Korthagen, F.A.J. & Vasalos, A. (2010). Going to the core: Deepening reflection by connecting the person to the profession. In N. Lyons (Ed.), Handbook of Reflection and Reflective Inquiry: Mapping a Way of Knowing for Professional Reflective Inquiry (pp. 529-552). New York, etc.: Springer.

- Meijer, P.C., Korthagen, F.A.J. & Vasalos, A. (2009). Supporting presence in teacher education: The connection between the personal and professional aspects of teaching. Teaching and Teacher Education, 25(2), 297-308.