Explanation

This design element stretches the reflective plane back in time to encourage teachers constructing longer arcs of reflection that include the histories that shaped their present pedagogical perspectives.

Theory

Teachers’ existing beliefs, assumptions, and practices shape how they interpret and implement new pedagogical ideas (Gerard et al., 2011; Loucks-Horsley et al., 2010). By eliciting prior understandings, through drawings, written reflections, or discussions, teachers can critically examine the foundations of their practice (Sisk-Hilton, 2009). This process of surfacing and articulating existing knowledge not only supports individual reflection but also enables collective sense-making within professional learning communities. When teachers share and discuss their perspectives, they create opportunities to challenge assumptions, compare approaches, and build shared understanding, laying the groundwork for more intentional and informed pedagogical choices.

Examples

During a “Picture and a Quote” activity inspired by Photovoice (Wang & Burris, 1997), teachers were asked to share one or two photos to introduce themselves, accompanied by a quote that explained their choice. Tilak shared a photo of his grandmother with the caption: “My grandma is the greatest teacher for me, but she is considered illiterate in the eyes of the so-called modern world.” When he presented this to the group, it sparked a rich discussion on what literacy means and what is valued in the current education system. This seemingly simple photo activity opened space for historical reflection, allowing participants to connect their personal histories and family legacies with broader questions about education, recognition, and cultural values across generations.
As Rabina and Anita finalized their school values, which included Respect, Integrity, and Patriotism. They recognized that values can evolve over time and became curious about how their school’s values had developed historically. While exploring the history of Saraswati Niketan, established in 1947, Rabina discovered long-standing traditions tied to these principles. Reviewing old documents and mementos, she found artifacts such as a student ID card, a school badge, and a silver token presented to the class of 1992 (Figure 19). Engraved on the token was a line in Nepali: “विद्या निष्फल भो, त्यसको जो छैन देश सेवक,” which translates to, “Education is in vain if it does not cultivate a server of the nation.” This discovery revealed that patriotism had always been a core part of the school’s identity, reinforcing its inclusion as a primary value and illustrating how historical reflection can deepen understanding of enduring school values.

Figure 19: A silver token of love presented to the class of 92 at Saraswoti Niketan

Implications

For educators, engaging in historical reflection cultivates a sense of continuity and purpose. It allows teachers to see themselves as part of an ongoing story of education that is shaped by collective experiences, systemic shifts, and community wisdom.