Kui mõelda politsei arengule ja avalike organisatsioonide organisatsioonikujundusele üldisest perspektiivist, siis siinviidatu on olulisuselt selle uudistevoo mõnesajast artiklist kindlasti esimese kolme seas (kes on need tekstid läbi lugenud, sellega võime mõtteid vahetada ja karakteristikuid määratleda sellest, kas mul õigus) ning võiks olla nii magistriõppes kohustusliku kirjanduse nimekirjas aga kuuluda ka nende inimeste lugemisjärjekorda, kes võtavad vastu töötasu politseivaldkonnas (sh poliitikakujundajad) juhtimise (administreerimise?) eest. Artikkel ei ilmunud politseivaldkonna ajakirjas, vaid avaliku juhtimise ja hariduse valdkonnas ning ei ole vabalevis. Niisiis, selle lugemiseks tuleb veidi vaeva näha.

Kontekstist – mis on reflektsioon:

Reflection is the process that mediates between experience and knowledge. Reflection is therefore central to all experiential learning theories (Kolb, 2015; Schön, 1983) and is essential as a key attribute of continuous development of expertise for police officers (Wood and Williams, 2017).

Mis võiks politsei reflektsiooniga pistmist olla?

For example, Christopher (2015) points out that it is critical, that “police profession personnel learn how to think critically, conceptually and creatively when confronted with situations needing analysis and when developing solutions to problems. They also need skills to learn from their experiences” (p. 328). Concerning the benefits, the concept of reflection has an intuitive appeal, especially when it is equated with the concept of “thinking” (H´ebert, 2015; McLaughlin, 1999).

Autorid seavad eesmärgi:

With the current article, we aim at shedding further light in the process of reflection for police officers. By reflecting on reflection in the context of policing, we describe different levels of reflections, how these relate to police practice and how deeper levels of reflection can be achieved.

Süsteemiteoreetiline perspektiiv:

According to social systems theory, reflexivity consists of applying a specific process to processes of the same type (Luhmann, 1986): the process of learning to learning, the process of communication on the topic of communication and reflection on the topic of reflection. In modern social systems, reflexivity is a feature of advanced internal complexity and thus serves to increase systemic functionality. For instance, a system that has learned to learn is prepared for any unknown future.

Reflektsioon ja sisemine võimekus:

By reflecting about reflection, the system heightens its internal capacity for control, for example, by directing the focus on the very assumptions and prerequisites of the first order of reflection.[…] However, used reflection models focus on officer behavior and operational management under the question “What worked?” and “What did not work?” (Leitfaden 371, 2021; Lorenz et al., 2021). While these questions certainly are important, they do not shed light on the assumptions an evaluation of officer behavior is based upon.

Reflektsiooni tasandid:

Väga valus, aga vajalik algus (ja see on eeskujuliku saksa näide!):

Findings concerning officer behavior and police training indicate that reflection often occurs at lower levels (reflection level 1) and thus lacks awareness of the assumptions underlying the action (Koerner and Staller, 2021b; Lorenz et al., 2021; Staller et al., 2021a; Staller and Koerner, 2021b). Concerning police-citizen interactions, the basic attitude toward one’s intervening behavior may remain unreflected (McLean et al., 2019; Stoughton, 2016).

Reflektsiooniks neli (alus)perspektiivi:

These four lenses are (1) the perspective of the addressee, (2) the lens of scienti fi c knowledge, (3) perspectives from colleagues, and (4) experiences as addressees.

Ja, järeldus on artikli argumentatsioonis asjakohane. Aga kuna tegu on saksa juhtumiga, siis see võib-olla teiste puhul on hoopis teistmoodi. 🤔

Given the fact of their importance for professional practice in the field of policing, reflection and reflexivity—as the reflection of reflection—have to be structurally anchored within the system of police education and training.

Staller, M. S., & Koerner, S. (2022). A case example of teaching reflective policing to police students. Teaching Public Administration. https://doi.org/10.1177/01447394211067109