As I picked up another version of a book on action research written by Jean Mcniff after completing a tutoring session, I found myself at odds with the current tide of efficiency. We live in a time where tools like ChatGPT and other AI-driven technologies streamline information, providing quick answers and saving time. But why, in this environment, did I feel the urge to revisit a traditional book?
I began to reflect on my relationship with reading. In my life, reading has been a sanctuary, a space for contemplation and connection with ideas. It meant that I had the freedom to refuse the pre-made images and escape the temporal continuity of the movie. But more recently, the pace of life and the promise of efficiency have been pulling me away from this practice. Tools that can summarize books in minutes or answer complex questions in seconds have become more alluring. The convenience they offer is undeniable, and I found myself succumbing to these modes of learning and thinking.
The last month has been special. I immersed myself in books on my interest and spent time researching. That time felt somewhat like a vacation. But strangely, I also felt mixed emotions, as if I had wasted time somewhere.
Yet, as I turned the pages of a book, I realized something profound was missing in those compressed, AI-generated insights. The process of reading, the slow unravelling of thoughts, the engagement with the text, and the private dialogue between the reader and the author create a reflective experience that goes far beyond efficiency.
In reading a book, I found that I wasn’t just absorbing information; I was engaging in an introspective process, examining my thoughts and beliefs. Each chapter prompted me to reflect on my understanding of the subject, question my assumptions, and deepen my insights. It was not a mere transfer of knowledge but a transformative experience that prompted growth and personal development.
I began to see that my pursuit of efficiency had cost me something essential. The slow, deliberate act of reading allowed me to see nuances, make connections, and develop a more profound understanding of the material and, in turn, of myself. It reminded me that not everything that is valuable can be measured in time saved or tasks accomplished.
In a world where efficiency is often regarded as the highest virtue, the act of reading books may seem outdated. But as I reflected on my experience, I recognized that the very inefficiency of reading was its virtue. It was a space for contemplation, a respite from the relentless pace of life, and a means of engaging with ideas on a deeper level.
The return to books was more than a choice; it was a reconnection with a part of myself that I had neglected. It was a reminder that efficiency has its place but that it must not overshadow the deeper, reflective practices that nourish our minds and souls.
In this fast-paced, technologically driven world, the decision to read a book became an act of resistance and a commitment to a practice that values depth, reflection, and personal growth over sheer efficiency. It was a reminder that some things should not be rushed, and that the journey, with its thoughtful pace and reflective pauses, is as valuable as the destination.
However, I’m in two minds about continuing my reading because I realized I should consider the time limit. I couldn’t shake off the idea of efficiency. The process of reading words and sentences, having a slow conversation with the author, felt valuable in itself. What is that something gained from ‘wasting’ time?
I didn’t find a definite answer. I just enjoyed reading, and all the emotions I felt during that time seemed to enrich me. Perhaps that’s precisely the value of reading books.
Efficiency, technology, wasting time; how are all these intertwined with the experience of reading? I’m still not sure. But the thought occurred to me that it might be the special part of reading books. A part where I don’t have to strive to find an answer but just feel and experience.
/ Practical Experience?
- Identifying a Problem: The process starts by identifying a problem or an area of interest that needs improvement.
- Planning: Once the problem has been identified, the next step is to develop a plan of action. This plan is typically based on a hypothesis or an educated guess about what might solve the problem.
- Action: This step involves implementing the plan and observing what happens. It may include changes in practice or introducing new techniques, strategies, or interventions.
- Observation and Reflection: After the action, there’s a period of observation and reflection on what occurred. Data are collected and analyzed to understand the effects of the action. This can include both quantitative data (e.g., test scores, attendance rates) and qualitative data (e.g., interviews, observations).
- Evaluation: The effectiveness of the action is evaluated in light of the collected data. Did the action lead to the desired change? Were there unexpected outcomes? What can be learned from the experience?
- Revision: Based on the reflections and evaluations, the action plan may be revised, and the cycle begins anew. This might mean tweaking the original plan, trying a new approach, or even identifying a new problem to tackle.
- Sharing Findings: Often, action research is conducted with the goal of sharing findings with a broader audience. This might include other practitioners, researchers, or stakeholders interested in the area of inquiry.
The goal of action research is not only to solve immediate problems but to contribute to deeper understanding and improvement in practice. It’s a highly participative approach, often involving those who are affected by the problem or issue being studied.
For example, teachers might use action research to explore new teaching methods, assess the impact of different interventions on student learning, or develop more inclusive classroom practices. It can be a powerful tool for professional development and organizational change.
Action research is typically characterized by its cyclical nature, its focus on practical problems, and its commitment to involving practitioners in the research process. It’s less about generalizing findings to broader populations and more about generating knowledge that’s relevant and actionable in a specific context or setting.