Values and Principles

CD arises out of a view that the practitioner is in the best position to reflect on action and practice. A number of expressions have been used to capture this emphasis on self-development:

• reflective practitioner (see Schon 1983)
• action researcher (see Burns 1998)
• teacher-researcher (see Freeman 1998)

These three views of the practitioner share the idea that decisions about development are usually best made by the individual practitioner. However, some support and opportunity for reflection, clarification and action are useful.

Finding a balance between self-direction and having some peer support is central to Edge's view of co-operative development:

I need people to work with, but I don't need people who want to change me and make me more like the way they think I ought to be. I need people who will help me see myself clearly so that I can make my own evaluations. To make this possible, we need a distinct style of working together so that each person's development remains in that person's own hands. This type of interaction will involve learning some new rules for speaking, for listening and for responding in order to cooperate in a disciplined way.
(Edge 1998: 17)

CD, as a 'distinct style of working together', is derived from Rogerian principles. Rogers argued that:

'...the major barrier to mutual interpersonal communication is our very natural tendency to judge, to evaluate, to approve or disapprove, the statement of the other person, or the other group.' (Rogers 1951/1992: 28):

The CD framework is strongly influenced by Carl Rogers' work in non-judgmental understanding (see Rogers 1980, Rogers & Freiberg 1994 or Teich 1992).

In particular, CD sees respect, empathy and sincerity as important sustaining values. The Understander respects the Speaker's choice in what they want to speak about. The Understander's role is to put his or her experiences, opinions and viewpoints aside during the session.

In terms of empathy, part of the Understander's role is to try to get as close as possible to the Speaker's emerging focus, viewpoint and ways of describing and articulating. The act of empathasing comes from attending and concentrating energy fully on what the Speaker is saying.

The quality of sincerity (Rogers uses the term congruence) is simply a case of really respecting and empathasing. There is no room for any pretending. If you cannot really set aside your own evaluations on a consistent basis, you cannot really support the Speaker. As Edge (2002: 17) says

Insincerity is when you are stringing me along in order to bring me round to your way of thinking in the end, perhaps with a few well-chosen questions which will help me see the error of my ways - from your perspective.

If the Understanders can avoid judging and evaluating, energy can be directed on trying to understand and helping the Speaker develop a chosen focus. (You will notice that capital letters are used to denote special CD roles and moves).