Chaplain (Lt. Col.) David H. Wersler, CAP
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Magolda’s Theory of Self Authorship defines self-authorship as “The internal capacity to define one’s beliefs, identity, and social relations” and answers the three following questions: How do I know?, Who Am I?, How do I want to construct relationships with others? (Evans et al., 2010). Magolda’s theory is broken down into four stages. Phase 1: Following Formulas, Phase 2: Crossroads, Phase 3: Becoming the Author of One’s Life, Phase 4: Internal Foundation. As indicated these are phases and as a result because we are dealing with individuals, there are no set boundaries where each phase begins or ends.
Phases Towards Self-Authorship: The first thing we need to know is what actions and processes are involved in each step. The first phase is Following Formulas. In this phase the person follow plans designed by others. They seek to meet expectations set by others such as what is needed for a career or by their family. The primary goal is to seek approval from those who are in authority. The young people learn from diverse sources such as societal expectations which provide guidance regarding perceived roles and social structures. They also learn from other adults. These can include parents, mentors, advisors, and teachers. The third group they learn from is their peers which can include significant others, classmates, and friends.
The next phase is crossroads. In this phase, the person discovers or comes to the realization they have the need to establish their own sense of self established on their own beliefs and values. In addition, they make choices regarding career paths more suited to personal needs and interests. Thirdly, they seek to have more authentic relationships. Their goal at this point is seeking to become more autonomous. This will produce ”A clearer sense of direction and more self-confidence marked the end of the crossroads,”1 (Evans, et. al, 2010, p. 185).
The third phase is becoming the author of one’s life. In this phase the person is now establishing his or her own beliefs. They are able to defend their beliefs against those who hold conflicting perspectives and attempt to follow or live these established beliefs. But through experience they understand that beliefs are contextual. As a result, relationships can lead to renegotiation of beliefs. But over time, when one does intensive self-reflection, it leads to a clearer self-concept.
The final phase is internal foundation. In this phase, the person should have a well-founded, self-determined belief system. From this point the person will make life decisions based on this foundation. If the person has the proper set of values, they will accept responsibility to others based in belief system. Maturity now allows the person to be accepting of ambiguity and change. But this permits the person to have peace, contentment, and inner strength in this phase. Spirituality can play an important role in this phase. Depending on the person’s background, this may have been inculcated at a young age. Because of the person’s willingness to accept change, new pathways are sought or attained.
In summary, there are three key elements of self-authorship. First, the person is trusting their internal voice. This gives the person control over how to think about and respond to events. Second, they are building an internal foundation. This gives the person a personal philosophy or framework for actions. Thirdly, they are securing internal commitments. This permits them to live authentically to own convictions. It also allows the person Integrate internal and external worlds.
Three Principles for Application: Theory is important, but application is where the rubber meets the road. How do we put this into everyday application? Magolda stresses that “Self-authorship emerges from creating environments that challenged dependence on authority and meaning-making processes.” Such environments according to Magolda utilize three key principles. The first is validating learners’ capacity to know. This is accomplished by ensuring students know their input is important, the leader is human, approachable, and concerned, muting the voice of faculty as ”the” authority, and encouraging active sharing of ideas and viewpoints.
The second principle is situating learning in learners. This comes about by recognizing and acknowledging that students bring their personal experiences into the classroom. They do not come to as empty slates. We are also not to marginalize students by using examples that are not relevant to their experiences. Instead, leaders are to use analogies, drawing from student experiences and sharing stories. Following this, leaders and teachers are to provide opportunities for self-reflection to help students become clearer about what they know, why they hold their beliefs, and how they want to act on them. To help the students make these principles and values their own assignments should be developed that draw from and relate to student experiences. In contrast to the sage on the stage model, guidelines should be offered to the students rather than requirements.
The last principle that is listed is mutually constructing meaning. This can be achieved in the following ways. One, learning is framed as something you do together. Two, the leader should present teaching and learning as relational where instructor and students are changed. Three, students should be allowed to see your thinking, reasoning, learning, and writing processes. This process is one that is observed in daily life by both the student and leader.
Self-Authorship and Character Development: How does this apply to CAP’s character development? The program of Self authorship is focused on those young adults who are aged twenty years old and then some. But by using the structure, those cadets who are younger can be given the tools to begin the process during what can be or could be a tumultuous time in their development. By being aware of the theories presented by Piaget, Erikson, and Kohlberg, Magolda’s plan can be viewed as a target that chaplains and Character Development Instructors for the end game in the life of a cadet.
As I reviewed this theory, many of the principles that are itemized are already implemented in the Character Development forums. The small group discussions and large group discussions allow the cadets to vocalize their thoughts as well as being asked to defend their positions and how they would apply their values in either the scenarios presented in the lessons or in real life situations. It is up to us as the leaders to encourage participation as that is the way that the values are clarified and established in the minds and lives of the cadets.
The main challenge that I need to keep in mind is that as I would conduct these forums is that this is a cadet program. That it is meant for the cadets to facilitate the small group discussions among themselves. I am here to ask questions to help them sift out the issues between themselves. That it is the cadets who are to benefit from these forums; helping them to develop their personal character that is and will be strong enough to face the challenges they face both now and the future. I as a mature adult have weathered my storms which are certainly not the same as the cadets of today face now or in the future.
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References:
Self-Authorship Theory, Teaching and Learning Center, https://uthsc.edu/tlc/self-authorship.php,May26,2022