What’s missing in the field of critical thinking?

During my Tuesday class on critical thinking I found myself saying that critical thinking should make a person happy – or happier. In the field of creative thinking we’re not at all surprised when someone who has created a new product – a story, a poem, a painting, a gadget, a company – feels fulfilled. What, then, is the equivalent in the field of critical thinking?
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Extending Play: “Stuck busters”

This design sketch builds on the 4P’s of the Lifelong Kindergarten (LLK) — Projects, Passion, Peers, Play (see http://learn.media.mit.edu/).  It is a response to the case for the 2nd topic, Play, of the Design for Living Complexities course. Read more of this post

Creativity, curiosity, reflection within a frame of “engaging with distributed complexity”

My pulling-together-the-pieces form of curiosity  led me to assemble schemas from past work and try to integrate them in a coherent account.  Rather than wait till I had time to write and revise the ideas, I speak about them in this 34-minute video podcast:
http://youtu.be/wMAEy7ZYR9w

A set of principles for developing creativity, part 2

5.   Self-direction and community support: A suite of schemas

(continued from http://wp.me/p1gwfa-yJ)

The mandala in #4 includes self-direction—taking initiative—and community support—through relationships, then combines them—taking initiative in relationships.   To speak of being self-directed or contributing to a community that supports yourself and others is to presuppose that you have already bootstrapped yourself into beginning to develop your creativity. Read more of this post

A set of principles for developing creativity

revised 23 Dec. 2013

1.  Creativity as processes-in-context

An individual’s creativity happens and is recognized in some context.  Indeed, shaping the relevant context provides additional opportunities for an individual’s creativity.  An individual’s context-shaping efforts, in turn, influence the creative pursuits of others.  Such ongoing “intersecting processes” are depicted schematically here: Read more of this post

Notes on The Girl with the Brown Crayon, by Vivian Paley

As expressed in a previous post, which arose from reading The Girl with the Brown Crayon (GWBC), each of us simultaneously [1] tries to impart order according to our sense of ourself as an individual… with knowledge, capabilities, plans, and direction.  And [2] this self-directedness can be buffeted or even threatened by the order-imparting efforts of other people navigating their distributed complexities.  Yet relationships with others are a source not only of [3] necessary support (material, emotional, etc.), but also of [4] unplanned conjunctions or intersections that we draw from.   Such connections can [5] help us to not continue along previous lines and, at the same time, to [6] clarify our sense of directedness as individuals.
I transcribe here the notes I made while reading GWBC, which serve to provide some substance to the numbered points above.  However, Read more of this post

“Story of chapters. Once a time chapter is one and the end is coming. Until the cock crows. To be continued ha ha!”

A diagram from a previous Collaborative Exploration (CE) on transformative education. I lack the software on this laptop to edit it right now, but I think it speaks to my sense of scaffolding of creative learning (part of the focus of the October 2013 CE). Read more of this post

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