“I feel some abstractions coming on…”

Van Gogh, at the end of a 1888 letter on display at the Guggenheim in New York, writes:

“I feel some abstractions coming on and if I do not quickly fill up my paper I would again get to drawing and you would not have your letter.”

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Generativity not reactivity

This 5-minute audio thoughtpiece on generativity and reactivity advises anyone feeling depressed or distracted or dissipated or reluctant during the turbulent politics of these days is to protect space to be generative not reactive.  Hear more Read more of this post

Scenarios for an on-going studio

This post presents the scenarios for a series of 4-week online collaborative explorations (CEs) (and one 4-day workshop) with continuing participation from alums of the graduate program in Critical & Creative Thinking.  The actual process and products of the CEs are private to the group. Read more of this post

One-day Connecting-Probing-Reflecting (CPR) workshop

This blog post compresses into one day a previous suggestion of how participants’ interests and energies could be engaged over the day and a half of a ThinkTank on topic X. The instructions are given for arrangements with the additional goal of making it possible to host such 1-day CPR workshops without major funding and without burning out the organizers.  (Some details to be added: Lunch & dinner arrangements; Participants helping with meal set-up and clean-up;…) Read more of this post

Dialogue process guidelines, short list

The Dialogue Process centers around listening—to yourself as well as others. Shared and personal meaning emerges within a group through listening to what is said from a standpoint of inquiry and reflection (Isaacs 1999).  The list to follow presents guidelines briefly with a view to bringing newcomers into the process without lengthy explanation. Read more of this post

KAQ(F): pragmatic, interactive, pedagogical, STS

KAQ(F) is a schema in which the following items are considered in relation to each other:
K—What do I Know? (or claim to know)
A—Action: What actions could people pursue on the basis of accepting this knowledge?
Q—Questions for inquiry: What more do I need to Know—in order to clarify what people could do (A) or to revise/refine/support the knowledge claim (K)?
(F)—How to Find this out? (Methods, Steps…) Read more of this post

Close reading, PBL, and tensions

A tension that has arisen often in conversations between my co-instructor and myself as we prepared for an upcoming course in life science, gender, and race, texts… – by tension I don’t mean something that is a disagreement or even something that has to be resolved, indeed perhaps the essence of co-teaching is that there are tensions to be played out in real time. The tension is that she understands that we cannot assign hundreds of pages to be read each week and still follow the project-based learning (PBL) process of the course, yet she knows how much her scholarship and her teaching revolves around very close reading of texts. Read more of this post

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