A theoretical model for prompting educational perspective expansion in educators

This paper presents a theoretical model for prompting educators to continuously expand their educational perspectives beyond existing views and habits. The model integrates three frameworks: Bourdieu’s ‘self socio-analysis’ for recognising the contextual nature of educational beliefs and habits; Watzlawick’s ascending to higher-order concerns to expand divergence; and Guilford’s formulating a ‘reconvergence’ strategy. The paper synthesises these frameworks into a concurrent model and illustrates it by tracing a possible path through which hypothetical educators from a contemporary functional subject-teaching paradigm that focuses on disciplinary knowledge may gradually expand their perspectives. This model invites practical applications, and further philosophical and empirical inquiries.