This post assembles a short-list of measures that enhance the building of a trust-full, generative group interested in personal, professional, and institutional change. It feeds back into face-to-face group meetings items from an earlier post “on integrating face-to-face dynamics into the structure and expectations of online platforms.” Continue reading
A 22-minute video on what it is that students have become by the time they graduate from the Critical and Creative Thinking program, how that happens, and ways it contrasts with alternative models. This exposition builds on recent posts about teaching critical thinking and previous posts about studios and a slow mode.
What would be a relevant set of initial guidelines if a person were to begin a regular plus-delta reflection process concerning their development as a critical thinker (and beyond to a sense of “ITS CAPL” [see previous post])? Such a reflection process is described, then possible guidelines are floated. Continue reading
Consider a workshop designed to foster reflective practice. How to evaluate the effect of the workshop on reflective practice? This could be evaluated by asking participants to record when they undertake a post-workshop reflection process. This process could use guidelines recorded on an individually customized and evolving template (along the lines below).
As noted, the substance of the reflections is private—participants are not asked to share this. However, submission of the googleform allows assessment of the frequency of participants undertaking the process and of substitution of new guidelines. These data could then be used to compare the effect of a given workshop in comparison with previous versions of the workshop or with other kinds of professional development workshop that also aim to foster reflective practice, and to compare the same workshop run with different nationalities or experience/status of participants. Continue reading
Recently I stated a feeling that taking stock of any group interaction (including a class, a workshop, a meeting) is an ethical imperative. After thinking through how to support that notion, as laid out below, I have concluded that the ethic of taking stock derives from the ideal that people should not be coerced.
I direct an unusual graduate program called Critical and Creative Thinking (http://www.cct.umb.edu). I think we do quite well in achieving our goal, which is to provide our mid-career or career-changing 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.” Before explaining my sense of creativity, let me explain why critical thinking is combined with creative thinking and also, ‘though it is not in the name, with reflective practice.
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.
Against this backdrop, my thinking is that creativity comes not out of individual inspiration, but from borrowing and connecting. The more items in your tool box—the more themes, heuristics (rules of thumb), and open questions you are working with—the more likely you are to make a new connection and see how things could be otherwise, that is, to be creative. Yet, in order to build up a set of tools that works for you, it is necessary to experiment, take risks, and reflect on the outcomes. Such reflective practice is like a journey into unfamiliar or unknown areas—it involves risk, opens up questions, provides more experiences than can be integrated at first sight, requires support, and yields personal change. We might then say that creativity is part of what happens to “journeying inquirers.”
As an educator, I like to play with the 3Rs (only one of which actually starts with an R). Here (from page 257 of Taking Yourself Seriously) are the many Rs that journeying inquirers might pursue—sometimes focusing in, sometimes opening out—in their personal and professional development as critical, creative, and reflective practitioners.
Reasoning w/ respect to evidence & alternatives
Relationship w/ oneself (moving towards autonomy)
Reflection & metacognition
Relationships w/ peers & allies (dialogue & collaboration)
Risk & experiment
Rearrange, adapt & create
Reception: being Read, heard, & Reviewed
Relationships w/ authority (negotiate power & standards)
Revision (incl. dialogue around written work)
Research & evaluation (learning from the work of others & your own)
Respect (explore difference)
Responsibility (concern w/ aims, means & consequences)
Recursion & practice (address same concern from many angles & in variety of settings)
Reevaluation (of emotions at root of responses) so as to better take initiative
Reconstruction (personal/organizational/social change)
The previous post introduced a possible booklet on supporting the development of critical thinking, creative thinking and reflective practice. Here is a possible Table of Contents (drawn from article as well as from the book Taking Yourself Seriously).
Sense of Place Map (with diagram or example)
Phases of Research & Engagement
The many Rs of personal and professional development
Making Space for Taking Initiative in and through Relationships
Developing a Critical Thinking manifesto (with example)
Varieties of feedback (excerpts from Elbow with permission) & example of believing and doubting
Challenges of supporting critical thinking
Avid learning/Probe-Connect-Reflect-Create Change
Small group roles
Conditions for a successful workshop
Stories of people developing as reflective practitioners