We Know More Than We Are, At First, Prepared To Acknowledge

We Know More Than We Are, At First, Prepared To Acknowledge: Journeying to Develop Critical Thinking, a paper from 2002, is now available at http://scholarworks.umb.edu/cct_ccrp/1/. Read more of this post

Learning as if schools did not matter, but gender & racial subordination was always to be challenged

Through a Rapid PBL activity (2 hours) students and instructors in a graduate course created their own ‘briefings’ “to help you and others when you teach learn and get support to move in the direction of more feminist pedagogy, especially around science.” Here is mine (which I now want to rethink so its has a clearer grounding in feminism). Read more of this post

Connecting-Probing-Reflecting Spaces: The New England Workshop on Science and Social Change (NewSSC)

Originally posted on Intersecting Processes:

This post is my submission for a new form of presentation at its next conference of the Society for Social Studies of Science:

The STS [*] Making and Doing initiative aims at encouraging 4S members to share scholarly practices of participation, engagement, and intervention in their fields of study. It highlights scholarly practices for producing and expressing STS knowledge and expertise that extend beyond the academic paper or book. By increasing the extent to which 4S members learn from one another about practices they have developed and enacted, the initiative seeks to improve the effectiveness and influence of STS scholarship beyond the field and/or to expand the modes of STS knowledge production. [* STS = science and technology studies]

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Direct vs. indirect pathways of learning

My graduate courses use simple but unfamiliar requirements and processes, which leads to a period of getting adjusted and sometimes hesitation or resistance. This post reflects on that. Read more of this post

An indirect approach to promoting critical thinking

Instead of asking a person to defend their thinking–to examine their evidence, assumptions, and reasoning–or put it under the spotlight–how does the idea/practice look like from this angle, that angle…?–the following process shifts the focus to helping the person shape inquiry. Read more of this post

Making Space for Taking Initiative In and Through Relationships ( a video)

If you want to become a Reflective Practitioner, acquire a Growth Mindset, or become a Lifelong, self-directed Learner, you have to take initiative in relationships, such as those with your teachers, advisors and peers. At the same time, it is through the relationships you develop as you pursue these goals—including your relationship with yourself—that you find support for the risk-taking and change that is involved in taking initiative in relationships.  Read more of this post


A journey into unfamiliar or even unknown areas involves risk, opens up questions, creates more experiences than can be integrated for site, require support, yields personal change, and more.

In philosophy of science the distinction between context of justification – formulating testable hypothesis and testing them – and context of discovery – generating ideas, which may eventually become hypotheses – has in practice meant an emphasis on justification. Even if we accept that published research has to center on justified ideas, everyone’s work and life operates with many more ideas than can be put to an immediate and decisive test. Discounting that dimension of work and life is to suppress or discourage the spirit of journeying and to inhibit the development of capacities to get the most out of the journeys that we are, nevertheless, all undertaking. For this reason, the planned revision of Taking Yourself Seriously may include a set of journey stories, told without apology for presenting tools that have not been subject to clear-cut evaluation.


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