Slow and Move mode in a graduate program for personal and professional development
October 9, 2014 9 Comments
An attempt to clarify what I think we do in the graduate program in Critical & Creative Thinking at UMass Boston. I think we can claim to prepare students for the roles just above the edge of the red oval, but not for the two MOVE roles across the top. Moreover, I don’t think the Program can or should compete with organizations and people who focus on the MOVE mode in government, corporations, consulting, and education.
Thoughts welcome — do you see yourself in here? what is left out? hidden? Does this warrant updating of the following overview statement for the Program?
The Critical and Creative Thinking (CCT) program at the University of Massachusetts Boston provides its students with knowledge, tools, experience, and support so they can become constructive, reflective agents of change in education, work, social movements, science, and creative arts.
Critical thinking, creative thinking, and reflective practice are valued, of course, in all fields. In critical thinking we seek to scrutinize the assumptions, reasoning, and evidence brought to bear on an issue-by others and by oneself; such scrutiny is enhanced by placing ideas and practices in tension with alternatives. Key functions of creative thinking include generating alternative ideas, practices, and solutions that are unique and effective, and exploring ways to confront complex, messy, ambiguous problems, make new connections, and see how things could be otherwise. In reflective practice we take risks and experiment in putting ideas into practice, then take stock of the outcomes and revise our approaches accordingly.
The rationale for a distinct Masters and Certificate program of study in CCT is that an explicit and sustained focus on learning and applying ideas and tools in critical thinking, creative thinking, and reflective practice allows students involved in a wide array of professions and endeavors to develop clarity and confidence to make deep changes in their learning, teaching, work, activism, research, and artistry. By the time CCT students finish their studies they are prepared to teach or guide others in ways that often depart markedly from their previous schooling and experience. In these processes of transformation and transfer, CCT students have to select and adapt the ideas and tools presented by faculty with diverse disciplinary and interdisciplinary concerns.