A graduate program based on trust, self-directed learning, responsibility (individual and collective), and kindness in each interaction

My design sketch for case 2 (http://crcrth611sui.wikispaces.umb.edu/02+Play#Case) in the http://bit.ly/designcct course is to play with the idea that the CCT program could be like a combination of Vivian Paley’s classroom, exemplified in the year described in The Girl with the Brown Crayon (http://wp.me/p1gwfa-y5), and the Sudbury Valley School (see block quote just below). A tension that the design of a “free-CCT” tries to address is between the openness of the child and adults being prepared to cut corners to get to the goal of the degree they need, to allow their work and family responsibilities to squeeze their studies, and to think they know what and how they need to learn. Read more of this post

Design change for individuals in/and society

This post presents a series of contrasting models for thinking about how to change individuals, society, and individuals in their social context. It addresses the first case in the course Design for Living Complexities. Read more of this post

Non-equivalences in relation to racially charged killings

The morning news presents an equivalence – police feel worried after five police were killed by a sniper in Texas; African-Americans are scared and outraged at yet more instances of police killing of black people. In one sense, it should be straightforward to see that the equivalence is false. Read more of this post

Design for Living Complexities: Open course begins mid July

This course explores critical thinking about design in a range of areas of life and its complexities. It starts July 18 and continues for 6 weeks. The recorded presentations and subsequent discussion are taking place on google+. See http://bit.ly/designcct for other options for participation (incl. for-credit graduate course) and links to more details about the course. An overview of the course is below. Read more of this post

ThinkTank, a day-and-half model

I recently attended a “thinktank” that went from evening of one day to lunchtime a day and a half later. After looking back at what happened (and didn’t), I prepared this blog post to suggest a way that participants’ interests and energies could be engaged over the day and a half of a ThinkTank on topic X. (It is not important for this exercise to identify what the topic was of the ThinkTank I attended.) The instructions are given for arrangements with the additional goal of making it possible to host such ThinkTanks without major funding and without burning out the organizers. Read more of this post

Are we there yet? Historical scan from biographical origins of Action Research teaching

Informed by the section of Noah Rubin’s unpublished Ph.D. dissertation about the teaching in my Action Research course and the background I bring to it, I asked students to prepare a historical scan on my behalf.  This post presents the instructions and the result I produced.

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“At that point, something will crack”: How to disturb Rorty’s prescience?

The pragmatist philosopher, Richard Rorty, appears to be prescient about the 2016 U.S. presidential race in this extract from 1997 lectures. Can we see how to disturb his critique of the “American Left” and the unfolding of the scenario he predicted? Read more of this post


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