Embracing the Journey as an Aspiring Scholar
The journey from student to scholar is still new to me. I have been in the program for less than a year. I have been thinking about it much like a road trip. I love road trips, and I am planning a trip for this summer from near coastal Louisiana (where I live) to the Canadian Rockies. It will be more than the entire height of the United States. The journey from student to scholar is not much different. There have been fun times, exciting times, and challenging times. I have enjoyed learning the theories and philosophies we have addressed in the Philosophy of Learning Technology course.
While challenging, the philosophies and theoretical frameworks have stretched my thinking and helped me cognitively organize how learning takes place and theories about education. The readings and teaching have taken me further than I would have naturally gone and challenged what I thought I knew. It has been very stimulating and rewarding. Engaging with philosophy has challenged my perspective and encouraged me to think more deeply about fundamental questions regarding existence, knowledge, and ethics. It has been both enlightening and thought-provoking. I am still in the exhilaration phase of the program, much like the early parts of a road trip. I am thirsty to learn and grow. The highway is stretched out before me like a blank canvas, inviting me to explore the beautiful landscape of ideas and perspectives.
It is easier for me to think linearly in black-and-white absolutes, but the readings that we have read so far in the course have challenged that. For example, the Ertmer article (Ertner & Newby) gave three of the four major learning theories but described each as not mutually exclusive or outdated. Instead of proving or disproving each linearly as one would think of in science, each can stand alone or complement the other as colors on a painting. The discussions and readings have pushed me to approach more complex and nuanced problems. Each discussion is like a pit stop, an opportunity to refuel my mind and exchange ideas with fellow travelers. I've learned to approach issues more analytically, considering multiple perspectives and evaluating the underlying assumptions and implications of different arguments.
My expectations about scholarly writing have evolved significantly. While I love writing, I viewed scholarly writing (for journals and conferences) as daunting, but now I see it as a journey of exploration and discovery. I feel more immersed in reading, critical thinking, analyzing, and writing, which makes me feel more scholarly. I also appreciate that there will be some imposter syndrome associated with moving from student to scholar. I have been able to see how the information and templates that we have been taught (such as in argument writing) will be incredibly formative as we move through the progression. Experience and knowledge gained are the kryptonites of imposter syndrome.
While some scholarly articles still feel more "scholarly" (difficult?) than others, I know that as I continue to read and write, I will gain the tools and experience needed to fall into the scholarly community and become a subject matter expert in my research field just as navigating the road becomes easier with experience. There is still a lot of driving to do, and hopefully, there won't be any flat tires or empty gas tanks. This road trip is more than just a vacation—it is a transformative experience, shaping my understanding. I know it won't always be easy, but I am here to embrace the journey.
References:
Ertmer, P., and Newby, T.J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly 6(4), 50-71.2.
