Consciousness Under Construction

Self-Knowledge and Self-Criticism in Imaginative Workshops in a Graduate Program in Education

Abstract

Training researchers at the graduate level requires developing critical thinking that evolves into self-criticism and self-awareness–crucial elements of complex thought. However, the impact of personal influences and gaps in consistent theoretical representation within the novice researcher’s imaginary–factors that shape the construction of scientific knowledge is not always consciously explored. This article recounts and analyzes an experience from the course “Imaginative Studios and Complexity,” offered within a Graduate Program in Education during 2023 and 2024. This narrative is a subset of a broader postdoctoral study–conducted by the first author and supervised by the second, grounded in the methodological conception of complex thought. The objective was to investigate how an imaginative pedagogical strategy could foster awareness among master’s and doctoral students regarding the figures (living or deceased) and ideas that inhabit their imagination and influence their research. This is a qualitative study (Rey, 2002). We drew upon the constructive-interpretative method of Rey and Martínez (2017) to process information and analyze fourteen assignments produced by the students. We observed a notable male predominance in the graduate students’ imaginary–both as general inspiration in their research fields and as foundational theoretical references contrasting with female underrepresentation. Furthermore, we noted the recurring presence of maternal figures (mothers and grandmothers) and a prevalence of Brazilian authors as sources of inspiration for the students. The activity proved to be a powerful tool for generating self reflection on the foundations informing the researchers’ knowledge construction, highlighting the need for greater gender equity in academia and discussions regarding graduate curricula, as well as the relevance of life experiences in shaping a researcher’s intellectual trajectory.