Deconstruction of Beliefs

Running head: DECONSTRUCTION OF BELIEFS 1
Deconstruction of Beliefs
Student’s Name
Institutional Affiliation

DECONSTRUCTION OF BELIEFS 2
Introduction
Individuals come from different backgrounds which harbor different teachings and
upbringings. The lessons from parents and the one’s experience before attending school enable
the person to develop beliefs (Burman, 2016). Some individuals find out that their beliefs concur
with the education system at school. However, others find education to be contradicting their
norms and culture. The teachers have an easy time training students with similar beliefs as the
educational syllabus (Petrovici, & Ciobanu, 2016). However, the trainers must deconstruct the
undesirable beliefs and impact the right knowledge unto the students. The process begins with
the teacher allowing the student to narrate their cultural stories. Afterward, the teacher explains
why the belief is archaic and proposes an alternative route of knowledge. However, the trainer
must appreciate and respect the views of the students before initiating transformative learning.
The trainers of social work and welfare should encourage interaction to discover the
beliefs of the trainees before starting their lessons. The deconstruction can occur in the classroom
or small student groups. Some students are shy and cannot share their beliefs in the open places.
The teachers should engage the shy students in article or assignment writing exercise
(Carrington, Mercer, Iyer, & Selva, 2015). Therefore, the students can explain their feelings in a
confidential and effective method. This essay evaluates my beliefs before starting school and
how the feelings changed as I progressed with education. Furthermore, the paper examines the
historical process that enabled me to share my beliefs. The essay also explores how
deconstruction introduced transformative learning hence making me abandon my previous stand.
2. There are values that are undesirable and the bearers must discard them to lead a
fulfilling life. In the school scenario, the teacher must allow the student to narrate their beliefs.
Secondly, the trainers should appreciate the knowledge of the student before starting the process

DECONSTRUCTION OF BELIEFS 3
of deconstructing the belief (Notara, 1998). The deconstruction should begin with questioning
and end with persuasive discussions to enable the student to drop the undesirable belief.
Experience also helps in deconstructing outdated values and ethics.
3. The value that I had regarding social work and helping others. I believed that
individuals should be independent to guarantee success in life. Furthermore, dependency on
others for survival is laziness.
4 (a). The belief originates from my upbringing. My parents encouraged us to strive hard
and depend on our efforts for survival. There is a day I snatched a toy from my younger sister
when we were playing in the neighborhood. The girl cried and reported me to our father who
slapped me before offering pieces of advice. He told me that I should have asked him to buy me
my toy instead of snatching one from my sister. Furthermore, he demanded that I become
independent and stop snatching other children's toys. That is the day I learned that independence
is the true path to a successful life.
(b) The belief has affected my way of life and existence. Firstly, the independency belief
has affected the way I home-train my children. I encourage them to be independent and stay
away from borrowing from their fellow young ones. At the workstation, I try as much as possible
to be independent. I work hard to gain my needs in life; hence, I report to work early and leave
late in the evening. The belief has also affected my spiritual life. I pray to God every morning to
provide me with my needs so that I become independent. In my relationship, I encourage my
spouse also to follow my example and principles in life.
(c) My close friends and siblings had an interest in maintaining these beliefs. I am born in
a family of five children, three boys, and two girls. The three boys and a girl still maintain the
beliefs to the present date. The siblings prefer to suffer rather than seeking for help from their

DECONSTRUCTION OF BELIEFS 4
peers (Fook, 2017). My friends acquired the belief from me, and some of them still hold them
although others dropped them halfway in life. Those that abandoned them seek for help when
they run out of finances.
(d) In my society, my father and mother had a vested interest in maintaining the belief.
The notion originated from my father who passed it on to the wife and eventually to the children.
The father is an individual who worked hard during his youthful days to remain independent. He
instituted numerous business enterprises and investments to gain financial freedom. My mother
followed the same suit by starting her restaurant in town. Therefore, the two rarely ask their
children for financial support. They only call to find out how we are fairing on in life.
(e) The belief would have barred me from numerous opportunities as a social worker if I
was to continue holding the norm. Social work is an interactive field where individuals share
opinions to arrive at reasonable conclusions (Turner, 2017). Independence closes one to their
own though; hence, an individual is reluctant to seek for help. Therefore, a social worker should
depend on self and others for opinions to assist in daily activities. Independence can make an
individual hold on to improper thoughts that can hamper professional growth.
5a. I moved away from my beliefs due to my experiences in school and at the
workstation. The teachers created a lesson of sharing beliefs with the entire class. The fellow
students and the trainers would applaud those with popular beliefs. However, the class
appreciated my position on independence and assisted me to deconstruct the thoughts. At the
workplace, individuals are open and share their stories openly as they seek for other opinions.
The culture has helped me to share and deconstruct my beliefs.
b. The ability to change my beliefs on independence originates from my interactions and
experiences. There was a day I could not solve a mathematical problem few hours to the math