enhancing generalism in education
TRANSCRIPT
Enhancing Generalism in Education���
��� ��� Jorma Enkenberg
professori emeritus [email protected]
@jormaenkenberg (twitter)
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“Work starts from problems and learning from questions.” (Esko Kilpi)
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“What we observe is not nature itself but a version of nature exposed to our own questioning.” (Werner Heisenberg in Physics and Philosophy)
Cf. also John Godfrey Saxe (The Blind Men and The Elephant): hBps://en.wikisource.org/wiki/The_poems_of_John_Godfrey_Saxe/The_Blind_Men_and_the_Elephant
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Einstein tried to find explanations to physical phenomena by studying philosophy, arts and science. For seeing the world better Picasso used to work on the edges of the domain fields in order to widening the boundaries.
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New ideas, knowledge, soluOons and innovaOon happens beyond the boundary of one discipline. In a dynamic world that we live in, problems are never clearly defined and soluOons have to evolve as the understanding of problem or context evolves.
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7 Ks. myös hBp://www.design.caltech.edu/erik/Misc/Fox_Hedgehog.html
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About the hedgehog The life of the hedgehog is based on its existing knowledge and confidence of its rightness. The hedgehog aims to develop only one solution to the problem and possess deep expertise in one domain field. It action is based on instinct.
(InsOnct (vaisto) is an innate, typically fixed paBern of behaviour in animals in response to certain sOmuli.)
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About the fox The fox accepts the limits of its expertise and aims actively to deepen as well as broaden it. Can tolerate uncertainty and believes that there is no single solution to the problem. Accepts different perspectives to the problem and is capable to constructively assess and adopt conflicting perpectives and avoid either – or- thinking. Intuition guides actions of the fox.
(IntuiOon means the ability to understand something insOncOvely, without the need for conscious reasoning)
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”Neo-‐generalists are curious, responsive and connecOve. They learn constantly; hunger for new knowledge, in fact. They effortlessly adapt to context, specializing and generalizing, leading and following.” Richard Mar4n
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Neo-‐generalist as thinker and agent Neo-‐generalist is both specialist (the hedgehog) and generalist (the fox) and is able to master several disciplines and domain areas. He specializes when the context demands it. Works and thinks on the edges of domain fields and crosses borders in order to build perpecOve on the object. Is capable to examine the phenomena from different perspecOves and domain fields and in that can uOlize his experiences InterpretaOon about the phenomena will change if the context changes. Can perceive the phenomena from the systemic perspecOve.
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Team work (work in small groups) Your task is to search ideas and concrete methods that we could apply in enhancing neo-‐generalisOc thinking either a) in daily work or b) in basic educaOon and learning. You should describe the ideas and methods generally and their applicaOon in one example case.
How to enhance generalism in education?
Ks. hBp://blog.entrepreneurthearts.com/2012/04/13/the-‐creaOve-‐generalist-‐how-‐broad-‐thinking-‐leads-‐to-‐big-‐ideas/
Do what the generalist does Wander and Wonder Entertain curiosity and ask unasked quesOons Synthesize and Summarize Connect the dots and present complex informaOon succinctly Link and Leap Take a simple insight and find a transcending applicaOon Mix and Match Make worlds collide and harness collaboraOve energies Experience and Empathize Understand humanity and life’s many interrelaOonship
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Powerful things that enhance 21. century learning and neo-‐generalis4c thinking Challenging new experiences – central focus of learning should be on tacit knowledge. OpportuniOes to pracOce – pracOce feeds experOse. CreaOve discussions with others – discussion lubricates and accelerates learning and development Time for reflecOve thinking-‐ experiences and reflecOon together produce permanent learning. ReflecOon together and alone – before acOvity, during the acOvity and ajerwards.
Complex problem solving as a process (in design-oriented pedagogy)
1. Separation the problem from its context 2. Fixing the learning goal 3. Looking for alternative perspectives to the problem 4. Fixing the perspective (whether domain field,
discipline or stakeholders’) 5. Ideation of research task 6. Fixing the research task 7. Conducting the research 8. Constructing the solution 9. Constructing the whole picture (summarizing) 10. Sharing the solution
Cf. DOP - http://www.slideshare.net/Henriikka/dop21
In Eraze, Pata and Laanpere: hBp://www.slideshare.net/martlaa/icwl-‐analyzing-‐learningflows
Digital learning ecosystem (DLE)
Ecosystem for Enhancing Generalism
Resources
Communities of Social, cultural and economical environment
Tools Services Content
Learners (peers)
Supervisors/���Mentors
Domain experts
Designers
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Ecosystem for phenomenon-based learning ���(cf. http://doppolkuja.blogspot.fi/ )
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And finally
The goal of 21.Century learning and education should be the people who a) Are skilful, b) Are capable to continuous learning, c) Can adapt to confronting challenging and
constantly changing situations and d) Can take part in collaborative and innovative
practices.