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Chapter 13: Developing Ethical Practice ... > Discipline Of Noticing - Pg. 217

Developing Ethical Practice through Inquiry This involves practicing three main elements in the journey towards ethical know-how: the Disci- pline of Noticing (Mason, 2002), identifying the gap between espoused theory and theory-in-use (Argyris, 1995), and an individual and collective inquiry process (Roy et al, 2003) into ethical is- sues which we have faced in our personal and/ or professional lives. As we are talking here about `know-how', and not `know-what', we will outline this process in the same sequence of the experiences that students have in the course, itself an ethical inquiry process. It is our hope that this gives the reader some inspiration to further investigate this approach to teaching, learning, and living ethically. It is almost too obvious to say that what you do not notice, you cannot act upon; you cannot choose to act if you do not notice an opportunity. Notic- ing requires sensitivity (Mason, 2002, pp. 7­8). If something is not noticed, then it is unlikely that a response will be forthcoming. Therefore, that which is noticed, and how and why, influ- ences not only the nature of reflection but also the action(s) as a result of reflection. As Wright (2005) puts it, "[w]ithout some consciousness of my own becoming ­ my own transformative experience of being, which exists in part through my naming of it ­ it is impossible to appreciate any becoming or transformation beyond my self: indeed, to appreciate change and the systemic boundaries within which change occurs" (p. 89). Noticing through our senses and writing that down enhances, and brings forth our experiences in the world, compelling us to not simply feel, DISCIPLINE OF NOTICING Developing a Reflective