Multiple Lens: There is a second approach that can be taken when engaging in reflective inquiry—especially when confronting the surprise of a newly emergent phenomenon. This approach involves a “whole body” response to the challenges inherent in the emergence of a new form. Stephen Brookfield (1998) proposed that critically reflective practitioners constantly research their assumptions by seeing practice through four complementary lenses.
Each of these lens moves us further away from our own personal (proximal) perspectives and practices to more distant (distal) perspectives and practices. We would suggest that we need all four of these lenses to complement the lens we have already identified: (1) the lens of complexity, (2) the lens of surprise, and (3) the adjustable lens.
Lens 1: Our autobiographical eyes
Our autobiography is an important source of insight into practice. As we talk to each other about critical events in our practice, we start to realize that individual crises are usually collectively experienced problems, messes, dilemmas and polarities. Analyzing our autobiographies allows us to draw insight and meanings for practice on a deep holistic (cognitive and emotional) level.
Lens 2: Our eyes as a learner.
Learning about ourselves as leaders (double loop learning—and even learning about how the setting in which we operate influences how we learn (triple loop learning). We compare ourselves to other learners (and the differing way in which they engage Kolb’s experiential cycle) We are open to testing our own assumptions as a learner and the assumptions and biases we bring to the learning process.
Lens 3: Our colleagues’ eyes.
As we mature, there is an important development step that takes place. It is called “a theory of mind” and involves our capacity (and willingness) to acknowledge that other people may see the world in a quite different manner from how we see if. Our primary narcissism breaks down and we acknowledge a world that exists outside our own cognition (and affect).
Respected colleagues can serve as critical mirrors reflecting back to us images of our actions. Talking to colleagues about problems and gaining their perspective increases our chance of finding some information that can help our situation—especially if the perspectives they offer differ from our own (Miller and Page, 2007; Weitz and Bergquist, 2024). Cross-cultural dialogue is especially helpful in bringing about successful reflective inquiry.
Lens 4: Our theoretical and conceptual eyes
Theory is especially important in the engagement of assimilation (Kolb’s second series). We can learn (vicariously) from the experiences of other people (case studies) as well as from the numbers and diverse insights offered in books. As Frederick Hudson (1999) notes in describing the process of making major life changes, it is important that we can “name” what is happening to us and to our perspectives and practices. Theories help us focus in on what is important (challenging in a world of volatility, complexity, and ambiguity). Theoretical structures and guidelines can also help us address the contradictions we find in our analysis of issues we are facing.
