Abstract:

Background:
Knowledge develops and changes over time. The understanding of changes in knowledge is often presented in teaching-learning strategies that are constructed around a specific topic using a linear or diachronic approach. A linear timeline of change, even when contextual in nature, limits the complexity of understanding knowledge development fully. Grounded in historical psychology, van den Berg’s metabletic reflections (1961, 1970) illustrate a synchronic approach, wherein persons, events, processes, outcomes in history are viewed for their synchronous existence during a shared period of time. The relationship among persons, events, processes and outcomes around a specific topic allows to emerge a rich understanding of the complexity of knowledge development. Added to this understanding is the added benefit of living the historical experience, as is evidenced in multi-cohort age of learners – evidence of phenomenological psychology espoused by van den Berg (1972).

Teaching-learning strategies:
Three approaches have been used successfully to foster metabletic reflections by learners at baccalaureate and graduate (masters, doctoral) levels of higher education: telescopic (enhancing far-seeing observation of knowledge development around a specific topic), periscopic (enhancing through and around obstacles that prevent a direct line of sight view of a specific topic), and kaleidoscopic (enhancing multiple views and reflections that allow an examination of form and beauty of a specific topic). Courses in research design and methods, evidence based practice in the health sciences, philosophy of science, and professional roles lend themselves to full use of this method and approaches. A historical timeline tool, comprised of parallel prompts of worldwide events, national consciousness, national history, sociological influences, cultural factors, family events, technological events, political factors (persons/events), evolution of own concern, legal/legislative factors, ethical factors/issues, and others as pertinent to the discipline of learners is used to stimulate reflections. Meaningful relationships among identified factors and learner’s experiences are examined synchronically for their evolution or development over time – past, present and future. Several examples will be presented to illustrate classroom and online uses of these strategies.

Outcomes/Implications:
Depth of understanding have been evidenced by meeting and exceeding learning outcomes stipulated by each course in which these strategies have been applied. In addition, learners gained legitimacy of appropriately using own experiences systematically through phenomenology principles. These approaches have teaching implications for further use in other teaching-learning situations, including continuing education, and research implications to systematically evaluate these approaches compared to others in attaining learning outcomes.