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• Agee on East German teacher on Dialectics
• Sacks on recovery
• Instructions for use of wordpress sites in my courses
• Design for learning that gets constrained by Learning Management Systems
• Taking Yourself Seriously: A Fieldbook of Processes of Research and Engagement
• Transdisciplinarity, transversality, and tensions
• Why is transdisciplinarity needed?
• On transdisciplinarity
• Guidelines to journal reviewers
• A new national vote that respects the original Brexit referendum

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All posts (by title)
-- Agee on East German teacher on Dialectics Sacks on recovery Instructions for use of wordpress sites in my courses Design for learning that gets constrained by Learning Management Systems Taking Yourself Seriously: A Fieldbook of Processes of Research and Engagement Transdisciplinarity, transversality, and tensions Why is transdisciplinarity needed? On transdisciplinarity Guidelines to journal reviewers A new national vote that respects the original Brexit referendum Innovations in online education under the umbrella of expanding access Online Synchronous Teaching Life has more possibilities and joys when… Reconstructing Rawls and exposing the implicit social embeddedness of theories of justice The form of Taking Yourself Seriously What relationship does it have to democracy to claim that the outcome of a referendum, such as Brexit, must be carried through come what may? “Look everywhere for stories of where ordinary people are making a positive difference in others’ lives” Manifesto Plan for Practice Re-districting without gerrymandering What is a platform? Moving and motivating given the gaps Learning Road Trip Novels with a “capacity to make me uncomfortable, to unnerve or challenge or confuse me” Taking Yourself Seriously: New edition is taking shape Helping make sense of inevitable changes over the life course Democratically elected presidents? Create Change Co-Coaching (draft publicity material for comments) Expanding teaching to match my intellectual framework Experience and story; Fugitive/narrative “between the ambiguity of the unfamiliar, and the sense of a mutual, deeply-felt human connection…” On not passing by On gaps and belonging Generating a mentoring relationship Is there something we’re avoiding talking about? A possible course with more open inquiry even than project-based learning “Changing Academic Life”: extracts from a nomination statement Against plenary sessions ThinkTank, a day-and-half model (updated) Critical and Creative Thinking (CCT) at UMass Boston: Major developments since 2010 Why study fractions? What’s missing? Curiosity and a set of supports What’s missing in the field of critical thinking? Food for thought (if you don’t insist on pure foods) Flexible engagement Intersections of  history, personal change, creativity, memory–and, more generally,  journeying: An evening with Johnny Clegg If your argument keeps shifting from one time to the next, can I trust that you are really open to argument (i.e., to examining evidence, reasoning, and assumptions)? Why does no-one do 24/7 critical thinking: a thought-piece Have we constituted a group that might effectively promote a new organization of scientists (or inquirers)? Workshop on Making Spaces for Connecting, Probing, Reflecting, Creating I didn’t know that I could gain a lot by valuing the perspectives of people who are older and yet… Hope or shift to the other side of one of a series of alternations “I feel some abstractions coming on…” Generativity not reactivity Scenarios for an on-going studio One-day Connecting-Probing-Reflecting (CPR) workshop Dialogue process guidelines, short list KAQ(F): pragmatic, interactive, pedagogical, STS Close reading, PBL, and tensions The ethics of participatory processes: Dynamic flux, open questions Long abandoned margin codes for commenting on student writing It takes a village to… raise an adult (especially after loss) Cultivating collaborators, revisited A project-based learning experiment in feminist pedagogy The global Paleyian university Every-year Apprentice A graduate program based on trust, self-directed learning, responsibility (individual and collective), and kindness in each interaction Design change for individuals in/and society Non-equivalences in relation to racially charged killings Exploring the relevance of Relational Cultural Theory to forming a sustainable “studio” Design for Living Complexities: Open course begins mid July ThinkTank, a day-and-half model Are we there yet? Historical scan from biographical origins of Action Research teaching “At that point, something will crack”: How to disturb Rorty’s prescience? Could digital platforms integrate non-digital space? On a transgenerational experience Transnational experience for international visitors and their hosts On mentalities of arithmetic Multiple intelligences – virtues and confusions Compilation of links distributed to Thinktank on Science and Social Justice education Writing about being unsettled: Some reasons Guidelines for personnel procedures giving value to the various dimensions of scholarship of engagement Constituency building and group facilitation Educational Association, a proposal from 1985 Design for a once-off support meeting for newly bereaved What should a syllabus consist of? Teaching lost voices to speak Living under constraints, less emphasis on death and dying Counterfactuals and critical thinking Critical Thinking, the stories in a new course What is a “platform”? Exposing lines of questioning but not following some of them How to read and prepare annotations and points for discussion on readings What is “something” for the Critical and Creative Thinking graduate Program? Why teach critical thinking even as an entry point? Repeated reflection as part of development as a critical thinker (and more) Critical thinking as an entry point, not a foundation Foundations of critical thinking as processes-in-context 3 Foundations of critical thinking as processes-in-context 2 Foundations of critical thinking as processes-in-context On Practice Research Networks and the changing of thinking and practice Steps in development of a critical thinker Pathways to support the development of critical thinkers, a schema Think critically about the approach of someone else before working to improve one’s own critical thinking practices? Using exchanges on OpEds in a critical thinking activity (checking evidence, assumptions, reasoning) When sharing writing is not giving to get feedback What moves and motivates people to make changes when working within the framework of a profession or a particular form of practice? On “Practice Research Networks” and critical thinking Debunking of disruptive innovation: Some social contextual, reflexive, and critical thinking implications On the format of sessions in which reference librarians introduce what the library and librarians have to offer Bringing everything to the table: Where do we go from there? Assumptions, evidence, and reasoning underlying a picture of the development of a student’s critical thinking? Rethinking Critical Thinking Reflections on necessity Support versus puzzling (a 2nd project for the Believing and doubting workshop) Critical thinking, Creative thinking: An ongoing journey (first project for believing and doubting workshop) Believing and doubting workshop Definitional ceremony Bureaucracy: Smart not stupid-making? Critical thinking as a journey ( a youtube) Innovations in online education that expand access We Know More Than We Are, At First, Prepared To Acknowledge Learning as if schools did not matter, but gender & racial subordination was always to be challenged Connecting-Probing-Reflecting Spaces: The New England Workshop on Science and Social Change (NewSSC) Direct vs. indirect pathways of learning Multiple roles as a health caregiver An indirect approach to promoting critical thinking Making Space for Taking Initiative In and Through Relationships ( a video) Journeying CPR space Response to Shared Reading Autobiographical Introductions What is it that it is (producing)? Making time and taking the time Making and Breaking: Research and Engagement in the Neo-Liberal Economy Critical thinking, Creative thinking & Gender PBL & feminist pedagogy Critical thinking and gender stereotypes Critical and creative thinking as training to become a “better chooser”? A riddle (aka philosophy by children) Critical thinking in an arena of abundant information SloMoCoCo Move mode: Some exemplars Slow and Move mode in a graduate program for personal and professional development II Indirect paths to critical thinking Slow and Move mode in a graduate program for personal and professional development Caveat lector (written as I orient myself to the audience for the next book I want to write) Analogy and metaphor (and simile) Reflecting on reflective practice not, in itself, being a good thing Teaching Critical Thinking in Age of Digital Credulity Teaching Evolution = changes in the diversity of forms (of something) over time On methods: The need for dialogue and reflective practice Comparing graduation in 6 years is a way to penalize colleges that serve students with lower average SES & SATs PBL: project- or problem-based learning — an updated guided tour Vanzetti on gardens after 5+ years in prison & 10 months before execution Communter (a grassroots alternative to Uber) A reflection template based on Parker Palmer’s “There is a season” Extending Play: “Stuck busters” Design for Living Complexities: an open course has begun Moving and motivating given the gaps Creativity, curiosity, reflection within a frame of “engaging with distributed complexity” What to think about curiosity killing the cat? On meanings of “reflection” How to evaluate the effect of a reflective-practice promoting workshop Guided tour of my mentoring, illustrations Guided Tour of my mentoring, themes Puzzles about Process: Audio reflection after a 4-day workshop Diagramming Intersecting Processes (a 30-minute guest activity for a class on graphic organizers) Science for the People, the 1970s and today, then and now On coming to have Big Ideas To meta-MOOC or not? What leads us to change our teaching so it departs from how we were taught? Research for Writing, Writing for Research: A workshop Think, listen, share on our learning process in the 2014 Learning Creative Learning MOOC Half-time lectureship in Critical & Creative Thinking–Please spread the word A Slow MOOC Movement Support for learning: A shift of emphasis can simplify the technology needed Emergent co-exploration in c-MOOCs: A proposal Drawing people into Collaborative Explorations Deep learning about deep teaching? Jostling among tensions in relating to audience Small group roles: Infrastructure vs. Psychodynamics To de-emphasize grading in a non-traditional assessment system the instructor should provide a succinct picture What are you doing with “rhizomatic learning”? (#rhizo14) Mycorrhizal learning (#rhizo14) Curiosity, by Foucault Rhizomatic learning, week 1: What happens when we approach a learning experience looking for support that makes it impossible to simply continue along previous lines? A set of principles for developing creativity, part 2 A set of principles for developing creativity Evaluation of educational change A manifesto of creative thinking A manifesto for critical thinking (from 1995) Collaborative Explorations Rescripting: An experiment related to encouraging young people to design their own lives On gaps Rich Story Development Notes on The Girl with the Brown Crayon, by Vivian Paley “Story of chapters. Once a time chapter is one and the end is coming. Until the cock crows. To be continued ha ha!” Connecting the study of creative thinking to an exploration of scaffolding and story-telling Getting swamped online and feeling left behind versus Space to connect, probe, reflect Life events and difficulties research: An analogy that illuminates an idea of creativity distributed across intersecting strands of a person-in-context On writing support Fruitful, generative, cultivating…Alternatives to the terms creative and creativity Stories and story-telling in relation to helping everyone think creatively Collaborative Explorations to improve the learning that museums try to foster? Day 1, 2015?—an attempt to address various comments from the taking stock session in a course on gender, race & the complexities ofscience, technology Transformational education — a contrast or tension Design for living complexities, a course in development Why a scientist would be interested in collaboration Scaling up to “moocl,” not dropping down from a MOOC: A proposal for exploratory research Scaffolding, Vertical Unity and Future Ideal Retrospective Scaling up to moocl, not dropping down from a MOOC Disruption of what/where we came in with/from can, with attention to support, result in something enduring & extending beyond us Collaborative explorations: addressing the problems of MOOCs Scaffolding versus externally imposed internalised rules Learning from a 4-day workshop about scaffolding scientific and social change A face-to-face, 75 minute introduction to online collaborative explorations e-etiquette and e-boundaries Some thinking on creative and transformative education Studios in our lives Collaborative explorations: From prototype to continuing possibilities Supporting change in creative learning Modes of creative learning in microworlds, messyworlds, and the real world, III Modes of creative learning in microworlds, messyworlds, and the real world, cont. Modes of creative learning in microworlds, messyworlds, and the real world Learning from failure? “What’s the use of it?” (PBL in graduate education) How can we ensure that we notice that we needed to probe assumptions we didn’t notice ourselves making? Evaluation of academic leaders A rapid PBL that probes the Protestant reformation, pellagra studies of the 1910s, and promises of the internet 1883 Theories of creativity in situations where the basic elements and rules are not predefined On tinkering Learning involves taking initiative in and through relationships (the movie) On necessity, subjectively felt Historical scan adapted to make sense of history and identify lines of inquiry The internet, big transitions, and fundamentalist denunciations “Enhancing learning via emotional connectedness” in PBL Taking stock as an ethical imperative Dialogue on how we coach the variety of students we encounter at the graduate level to delve into online resources for their research Uptake of innovations reframed in terms of embedded entanglements Online platforms: Learning as one goes vs. polished & stable appearance Towards moderately open online collaborative learning Voting that eliminates gerrymandering and allows everyone to have someone who represents them What can be learned from the need for ORID Focused Conversations and for attention to the ladder of inference? I want to have guns because… (a critical thinking exericise) Addressing responses to my introductions of tools and processes of refractive practice Scaffolding: Multiple angles “the hardest work is supporting others to inquire” Scaffolding Making Space for Taking Initiative In and Through Relationships, converted into a 3D-springy thing From reflective to redirective to refractive practice When the Social, not the Medium, is the Message: Community-building and Research Collaboration in Virtual Spaces Turn-taking in dialogue process What is a “CPR” workshop? Having been asked for a guest blog post about creativity disConferencing, a five-and-a-third-hour model: Session 4 & Closing disConferencing, a five-and-a-third-hour model: Session 3 disConferencing, a five-and-a-third-hour model: Session 2 disConferencing, a five-and-a-third-hour model: Session 1 disConferencing, a five-and-a-third-hour model: Getting set up & going disConferencing, a five-and-a-third-hour model Support circles: An invitation template Four kinds of online courses II ORID & 4Hs in Taking Yourself Seriously Curriculum mapping from an interdisciplinary program in 1987 Critical, Creative and Reflective Practice: Contents of a possible booklet Critical, Creative and Reflective Practice: Sketch of a possible booklet Support circles: A design sketch Four kinds of online courses & student expectations to match them Independent publishing I: Why & Basic mechanics Taking Yourself Seriously: Processes of Research and Engagement, now published New Year’s Resolutions from Woody Guthrie (1943) What Principles Guide Our Occupations? (Reflections at the end of 2011) Round-robin pair-wise meetings Home after 20 days of a learning road trip Cultivating Collaborators (Day 19 of Learning road trip) Educational innovation: Early adopters vs. digging in deep (Day 18 of Learning road trip) Parker Palmer at home (Day 16 of Learning road trip) Classes in designing a new society (Day 9 of Learning road trip) Classes in designing a new society (Day 8 of Learning road trip) School for designing a society (Day 7 of Learning road trip) Solving fundamental at a slow pace (Day 6 of Learning road trip) Supporting interdisciplinary faculty members (Day 5 of Learning Road Trip) Uptake and application of participation and collaboration skills (Day 4 of Learning road trip) Exploring Teaching Alternatives (Day 2 of a Learning Road Trip) Taking Yourself Seriously: Processes of Research and Engagement Effective collaborators: Structural conditions vs. personal development A structural analysis of Hosea Why a blog? (after a year of blogging almost daily) Checklists in the academy Relationship between the 4Rs and Probe-Connect-Create Change-Reflect III Alternating between teacher and facilitator Moving beyond conventional rubrics Effective collaborators: Skills and dispositions (Re-engagement) Effective collaborators: Skills and dispositions (Revelation) Effective collaborators: Skills and dispositions (Risk) Effective collaborators: Skills and dispositions (Respect) Effective collaborators: Skills and dispositions Collaborative explorations, an update Cultivating collaborators—What does “cultivate” mean here? Dweck on Fixed vs. Growth mindset Collaborative for Exploration of Scientific and Political Change: PBL to explore its deeper rationale Fritz on creating (in contrast with ICA and Schwendener) Vertical/unity and Horizontal/change: New prospectus and bio Vertical-unity—Relationship between the 4Rs and Probe-Connect-Create Change-Reflect II Vertical-unity—Notes towards a new bio for the person behind the creative project Vertical-unity—Relationship between the 4Rs and Probe-Connect-Create Change-Reflect Vertical-unity—a bio for the person behind the creative project Vertical-unity—a listing of possible elements Vertical-unity and the 4Rs (respect, risk, revelation-> reengagement) Vertical, horizontal, and strategic planning process Vertical/unity and Horizontal/change II Vertical/unity and Horizontal/change Future Ideal Retrospective, a new variant incorporating silent clustering by the group Why do participants become more invested in a facilitated process and the outcomes when their voice is heard? Ethics of participatory process, in relation to linking environment, science, and action The impact of problem-based learning in interdisciplinary graduate studies: Some thought-provoking appreciations II Open spaces teaching Why are Open Spaces workshops appealing and necessary? The schema of open spaces workshops, extended Distinction between open spaces workshops and open source projects Tangible and Experiential Objectives for an Open Spaces Workshop Open Spaces between Activism and Academic work IV Open Spaces between Activism and Academic work III Open Spaces between Activism and Academic work II Open Spaces between Activism and Academic work Teacher-Student-Subject interactions (schema) bias versus Bias Voter registration laws can devalue a vote on average Guided tour of my service and institutional development work VIII: New England Workshop on Science and Social Change Guided tour of my service and institutional development work VII: Transdisciplinary Development–A Context for ISHPSSB and Related Contributions Guided tour of my service and institutional development work VI Support structures and habits for extended graduate writing projects: A plan Guided tour of my service and institutional development work V The Dialogue Process in a Large Group: A variant of World Cafe. Guided tour of my service and institutional development work IV The Dialogue Process in a Large Group: A Proposal Guided tour of my service and institutional development work III Guided tour of my service and institutional development work II Guided tour of my service and institutional development work We struggle, we grow weary… We are changed… (For students and their advisors in April, a prayer by Leunig) New Social Media: From technologies to spaces for virtual and face-to-face interactions IV New Social Media: From technologies to spaces for virtual and face-to-face interactions III New Social Media: From technologies to spaces for virtual and face-to-face interactions II New Social Media: From technologies to spaces we make for virtual and face-to-face interactions When the Social, not the Medium, is the Message: On the spaces we make for virtual and face-to-face interactions When the Social, not the Medium, is the Message: A Workshop on Community-building and Research Collaboration in Virtual Spaces Sara Ruddick—a feminist philosopher concerned with care-giving and family relationships in context, and more Work in progress presentations: a better use of audience time than presentations of the final product? Self-assessment on completing a project or a program of study Engaging with—and within—diverse adults II Engaging with—and within—diverse adults The impact of problem-based learning in interdisciplinary graduate studies: Some thought-provoking appreciations Balance advocacy with inquiry in blogs? Discussions in which participants take turns to connect the reading to their own work and questions Themes, Practices, Resources for Faculty-initiated Mentoring Some practices and principles that help an academic department be supportive, collegial, and congenial An example of a generative, reflective meeting Unsettled by the dialogue process (as used in classroom discussions) Group meetings that are reflective and generative Changing Research, Teaching and Society: A one-day “open spaces” workshop Daily writing: From a worthy discipline to a self-sustaining experience On reviewing: An alternative to the gate-keeping, standards-upholding, highlight-weaknesses model A scheme to facilitate spousal/ partner hiring A scheme to improve equity & diversity in faculty appointments Journeying to develop critical thinking: Coda Journeying to develop critical thinking 5: Translocal knowledge in participatory settings Journeying to develop critical thinking 4: Opening up questions Journeying to develop critical thinking 3: Understanding by placing things in tension with alternatives Journeying to develop critical thinking 2: Critical thinking as journeying Journeying to develop critical thinking 1: Becoming aware of the forces that hold us or release us We know more than we are, at first, prepared to acknowledge: Journeying to develop critical thinking Guided tour of my teaching ’05-’09: community-building, wikis & documentation Guided tour of my teaching ’01-’05: cross-fertilization of science in society interests & work on reflective practice Guided tour of my teaching ’98-’01: Teaching portfolio, critical thinking journey, etc. Guided Tour of my teaching (1998-2009) Future Ideal Retrospective Activity to Reflect on a program’s Strategic Directions Graduate Program in Critical and Creative Thinking: Preamble to a periodic review Icebreaker: Getting to know people bingo A thought-provoking integration of inquiry, empathy—somatic as well as emotional—, relationship counseling, memory, story-telling, and silence Guidelines about specific situations and specific ways in which specific technologies are of significant pedagogical benefit More notes on the use of educational technology Teachers should not simply assume that computers and other new technologies are good for education COMPUTERS in education vs. computers in EDUCATION Probe—Create Change—Reflect: A spin-off blog Desirable Qualities of our Service in an Academic Institution Truth and reconciliation in academic units? (A response to shortcomings in evidence-based development of practice and commitment to social justice) Cycles and Epicycles of Action Research: Elaboration and Useful Tools Action Research: A cycles and epicycles framework Making connections and respecting differences: Reconciling schemas for learning and group process One-on-one consultations within a group that meets over an extended period How organizations and institutions respond to innovative information when making natural resource and environmental decisions—some contributions of Denise Lach Problem-Based Learning (PBL): A guided tour Gallery Walk (ice breaker activity) Teaching dialogue process on the spot: A shared meaning that emerges from a group through listening, inquiry and reflection Creating a book index using a "pseudo-book" The critique of science during the 1970s Calhoun's Action research versus a cycles-and-epicycles framework From Social Theory to enactable, contingent social theorizing How did race play a role in the electoral swing from ’08 to ’10?: Some teachers’ ideas Intersecting processes combined with Historical scan to generate enactable, group-specific praxis Diagramming of Intersecting Processes (a teaching activity) Mapping: Can scientists become interpreters of science and bring the interpretations to bear on their science? II Mapping: Can scientists become interpreters of science and bring the interpretations to bear on their science? Why a blog? Why this blog? Historical Scan: Review a group’s evolution or set the scene in which a project is to be undertaken Future Ideal Retrospective: Collaboratively generate a practical vision for future developments The responsibilities that accompany the power of an academic administrator Developing Critical Thinking is Like a Journey Assessment and Learning with a minimum of distraction from grades and grading The Rs of personal, professional, and intellectual development through a program of studies Open Spaces for Changing Science and Society Four R's of developing as a collaborator Uses of wikis: More and less than expected Setting limits in academic life E-etiquette: An evolving set of guidelines for our email-mediated interactions Opening wide and focusing in: A tension in teaching research and writing Teaching/Learning: Making space for taking initiative in and through relationships Consensus–emphasizing the process, not the outcome Conditions for a successful workshop (or "organized multi-person collaborative process") Collaboration among diverse participants Critical thinking, Creative thinking & Reflective practice Why emphasize collaboration in environmental research? Intersecting Processes, autobiographical note To be a Red Sox fan is to be a dreamer (a story written in 2005) Winning and losing pitchers – a fairer system What is winning good for? Base-ket or Crick-ball? (On merging cricket and baseball) Taking Initiative in Building a Professional Development Learning Community ACKNOWLEDGEMENTS to PhD dissertation Intellectual Work, a discussion at the Pumping Station Eulogy for Noirin Malone (1952-84)