Ignorance is bliss - until we realise our ignorance. Therein lies a painful paradox at the crux of films like, The Matrix and Vanilla Sky. There can be something deeply unsettling, disorientating, releasing about a dramatic shift in awareness like a sudden waking from sleep. Our eyes are opened, we can see and now we face fresh possibilities, choices and responsibilities. Ironically, the existentialist French philosopher Jean-Paul Sartre described this experience bleakly as, ‘condemned to be free.’
This awareness-raising phenomenon raises important practical and ethical questions for those working in people professions. The Brazilian educator, Paulo Freire, emphasised the importance of conscientisation, critical consciousness-raising, as a means to liberation. He argued that people are in some ways unaware of themselves, their circumstances, until enabled to see through fresh eyes. This resonates with a Chinese proverb: ‘If you want to know what water is, don’t ask a fish’.
A girl I was working with recently from a very different cultural background to my own reinforced this point: ‘I didn’t see myself until you saw me.’ Her interactions with me as an outsider enabled her to see herself in a new light – as if for the first time. This idea of metaphorically (and sometimes literally) stepping back to notice what we had previously not noticed, to critique and reframe our insights and experiences, to open up new choices and actions, is at the heart of reflective practice.
Yet someone challenged me strongly on the ethics of this last night: ‘Who are we to raise others’ awareness like this? What if it leads them to be less happy, more frustrated in life?’ If we enable people to reflect, critique and de/reconstruct their current realities, what if they and others experience the net impact as negative? Is it always true that it is better to be aware than to be unaware? Who makes that decision? If you work with people, I’d love to hear your thoughts and ideas on this!
Nick is a psychological coach, OD consultant and trainer, specialising in developing critical reflective practice.