In our previous blog we looked at imposter syndrome and how it is connected to the conditioned mind from Robert Kegan’s theory of adult development (1982). In this blog we take it a step further to explore moving on from the conditioned mind into a self-authoring mind and how this can empower us to overcome the constraints and shadows of imposter syndrome and our limiting patterns of beliefs of ourselves and education. 

One of the most common themes emerging from our coaching sessions with leaders across education is this sense of being an imposter. We are finding that when leaders can transform self-blame to self-awareness, pressure from patterns that have pushed them into a set pattern of directions and decisions is suddenly alleviated and their world becomes full of opportunities that may have been there all along. Just last week a leader described a conversation they had been putting off for years and had found that they had been making incorrect assumptions all along.

Whilst this is an example of rapid transformation that can occur through developmental coaching, it is important to note that maintaining this approach is a profound transformation occurring over time with a considerable amount of conscious effort. Yet starting with the small wins gives us an incentive to tackle some of the heavier assumptions we may avoid facing. Our blog this week delves into the definitions and distinctions of the conditioned mind and the self-authoring mind, explores their impact within the domain of education and educational leadership, and provides insights on how to navigate this transformative journey.

i. Understanding the Conditioned Mind

The conditioned mind, according to Kegan's framework of adult development, represents a stage where individuals are heavily influenced by external factors. At this stage, one's sense of identity, values, and beliefs are predominantly shaped by societal norms, cultural influences, and the opinions of authority figures. The conditioned mind seeks external validation and adheres to established norms, often conforming to what is expected rather than forging an individual path. This can range from parents, to teachers, to employment, or even our second parents- society. We are conforming to survive but at some point a nagging question may arise of ‘is this it?’

In real-life educational contexts, the conditioned mind manifests in various ways:

1. Teaching by Tradition: Educators who operate from a conditioned mind often stick to traditional teaching methods, resisting innovation and alternative approaches. Their lessons may mirror those they experienced as students, rooted in conformity.

2. Fear of Deviating from the Norm: Educational institutions may foster an environment where educators fear deviating from established norms or curriculum, as this deviation can be met with resistance from administrators, colleagues, or parents.

3. Overemphasis on External Validation: Students may exhibit a strong desire for external validation, seeking praise and approval from teachers and peers. Their self-worth is closely tied to academic success or approval from an authority figure.

ii. Awakening to the Self-Authoring Mind

On the other hand, the journey towards the self-authoring mind marks a shift from external influences to an internal locus of control. At this stage, individuals develop the capacity to define their own values, beliefs, and principles, as well as the ability to navigate life with a strong sense of autonomy. The self-authoring mind is characterised by self-awareness, personal agency, and the capacity to author one's own narrative.

The transition from a conditioned mind to a self-authoring mind is a journey of self-discovery and transformation. We have been lucky enough to provide the diagnostics that often allow leaders to wake up their self-awareness that they are on a journey of maturity and where they currently sit upon it. This is one of the crucial differences of vertical development to horizontal development. Horizontal assessments come more as a type - this is your personality. Vertical development provides a map of where you have been, where you are now, what is the upside of this, but what may be the downside to address if you are to develop a more sophisticated approach. 

Yet for those without access to diagnostics, here are steps to help navigate this transition:

1. Self-Reflection: Begin by reflecting on your own beliefs, values, and behaviors. Question the origins of your convictions and explore whether they align with your authentic self.

2. Embrace Discomfort: Transitioning to the self-authoring mind can be uncomfortable, as it often means challenging deeply ingrained beliefs. Embrace this discomfort as a sign of growth.

3. Seek Feedback: Engage in open conversations with colleagues, mentors, or friends who can provide constructive feedback and different perspectives. This can help you gain insights into your conditioned patterns.

4. Lifelong Learning and Development: Prioritize continuous learning, this is your tool to leverage your personal development. Explore new ideas, perspectives, and philosophies, and be open to evolving your beliefs and values.

5. Mentorship and Coaching: Consider seeking mentorship or coaching from individuals who have already transitioned to a self-authoring mindset. They can provide guidance and support on your journey- you are not as alone as you may feel!

iii. Implications in Education and Educational Leadership

Within the educational landscape, the transition from a conditioned mind to a self-authoring mind brings about transformative changes:

1. Student-Centered Learning:

Educators who have embraced the self-authoring mind prioritize student-centered learning. They adapt their teaching methods to meet the individual needs and learning styles of their students, fostering a more personalised and engaging educational experience because they no longer have to be centre stage.

2. Nurturing Autonomy in Students:

Educational leaders who operate from a self-authoring mind encourage autonomy and critical thinking among students. They understand that fostering self-authorship in young minds empowers them to take ownership of their learning journey and not suppress it in battles young people often face and move away from. This applies to parents as much as educators.

3. Openness to Innovation:

The self-authoring mindset welcomes innovation and change. In educational leadership, this translates to a willingness to embrace new teaching methodologies, adapt to technological advancements, and address the evolving needs of students. It also creates greater collaboration as individuals recognise that others may have conditioned lens and there is a natural fear as a result. This increases sensitivity and unity that is more nuanced than rushing through change.

This is why the Glass House is so passionate about developmental coaching. If we are to evolve the education system, waking up to what is conditioned and what actually works in the current day plays a pivotal role in supporting the transition from a conditioned mind to a self-authoring mind. We provide a structured and guided process for individuals, communities and system maturity that empowers individuals to challenge and reevaluate their beliefs, values, behaviors and therefore system design. This is achieved through a number of approaches including:

• Self-Discovery: Coaches and self-completed assessments encourage deep self-reflection, helping individuals examine the origins of their conditioned beliefs and values. Through guided introspection, clients gain insights into the societal influences that have shaped their thinking.

• Awareness of Assumptions: Developmental coaching helps individuals become aware of the assumptions that underpin their conditioned beliefs. By questioning these assumptions and their roots, clients can reevaluate their validity and relevance to their authentic selves in the present.

• Setting New Goals: Coaches assist clients in setting new, self-authored goals and objectives. This shift towards personal agency empowers individuals to create a life aligned with their true values and aspirations, generating intrinsic motivation and a positive emotional responses to anchor them as new patterns of thinking.

• Accountability and Support: Coaches provide a supportive and accountable partnership, guiding clients through the challenges and discomfort of transitioning to self-authorship, checking in to support the commitment.

• Embracing Change: Developmental coaching encourages individuals to embrace the discomfort of change, fostering resilience and adaptability as they evolve into their self-authored selves. This can also include reshaping roles and responsibilities so that we are more inline with our personal purpose and values.x

The transition from a conditioned mind to a self-authoring mind is a powerful journey of self-discovery and transformation. In the realm of education and educational leadership, it represents a shift towards student-centered learning, autonomy, evolving communities and system innovation. By embarking on this journey and embracing self-authorship, educators and leaders can enrich their own lives and create more dynamic, empowering, and transformative educational environments for the next generation.

If you are interested in exploring cutting edge coaching opportunities further for either yourself or your team and the benefits it can offer more widely for your organisation, we would be delighted to discuss options further. Please book a discovery call or contact us at info@glasshouselab.com.

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Reference: 
Kegan, R. (1982). The Evolving Self: Problem and process in human development. Harvard University Press.