The Crisis of Confidence in Professional Knowledge (Schon 1983)

‘In sum, when leading professionals write or speak about their own crisis of confidence, they tend to focus on the mismatch of traditional patterns of practice and knowledge for features of the practice situation – complexity, uncertainty, instability, uniqueness and value conflict in which they are becoming increasing aware’ (Schon 1983). This is not only the result of technology which shapes occupations and environments, but also developmental change in the world in which we live.

Traditional knowledge and skills whilst beneficial to the developing world, vital is flexibility in attitude towards work, applying qualities such as adaptability, creativity, decisiveness and willingness for lifelong learning. Technologies have seen the introduction of new occupations requiring new skill sets whilst de-skilling and down-sizing in traditional manual skills. Also, growth in industry, expanding capacity, effectiveness, quality and productivity meeting demands of the marketplace and globalisation.

In terms of crisis in confidence, it would appear that due to rapid growth, tradition skills are becoming insufficient to meet the requirements of occupational change driven my technology and other impacting factors. Globalisation, restructuring of the labour market, new industries, environmental concerns, labour movement, and consequently, new laws, ethical codes, policies and information management which has resulted in more pressures, skills, knowledge, education, illness, stress, absence and demand on professions.

In response to this crisis the Scottish government has, as part of its agenda ’Skills for Scotland’ key strategies, to enhance confidence in its citizens. Careers Scotland, involved in projects to develop learning opportunities to build confidence in our young people, integrating educational frameworks within society as a whole. Careers education is also key in the curriculum for excellence, to make learning more relevant, enhancing practical experience through developing learning materials which engage young people with a variety of activities and occupations. The role of teacher therefore is in transition developing new techniques and learning initiatives, continuous professional development at the fore of the profession, to equip young people to handle change and respond to demands of market forces. In the short term, educational programs require to be more accessible, affordable and flexible in delivery, developed to meet industry knowledge and skill requirements, reflecting personal abilities to adapt to changing environments. Program development, change and introductions should be driven by a strategy of partnership working, commitment to skill development, growth in the marketplace.