Thinking And Teaching

My wife and I were talking about technology and teaching this morning.  I got to thinking that if we begin with the classic description of teaching as John Dewey on one end of the log and a student on the other, maybe we could get some clarity.

If you know what you want to do (communicate) and you know the What, all sorts of “How” will emerge.  Technology can include the log, and all sorts of other devices we take for granted, such as a pencil. 

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Calling it Like It Is?

“What kind of music would you say it is?” asked my wife.  She was responding to a granddaughter telling us about a musical group she really, really likes.

She thought and began to respond a couple of times.  Finally she said, “Well, they are kind of doing yell singing.” 

I think she “got it”.  Too often we adults try to gussy stuff up, but really, “yell singing” is just that. 

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Thinking About Solving Problems - 4

There is always the "Thrash" method.  I have used it, and tech friends have used it.  A computer doesn't work properly.  We we start pounding on the keyboard, trying this, trying that, trying them over and over and over and over and over.  We "thrash around" hoping to hit something that fixes the problem and meanwhile feeling very busy and important and frustrated. 

How much better to define the problem. 
Then, think.  What do we know already that might solve the problem.
Think.  Will trying that damage anything, lose data, break a connection?
If not, try our solutions once.  ONCE.  ONE TIME. 
If it works, file the solution in our brain, and maybe write it down for future reference, or to share with colleagues.

Usually it doesn't work.  Should be try it again, but type faster and pound the keys harder?

No. 

How about doing some research on the problem?  The web, if we can get to it, has possibilities.  Of course, it helps to phrase the problem correctly.  In fact, describing the problem is essential.  Often, when working out an accurate, concise statement of the problem the solution will occur to me, or you, or our colleagues. 

Try eliminating the "thrash method" of solving problems from your life for thirty days and see whether you solve more problems better.  You might be surprised. 

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Thinking About Solving Problems - 3

The answer, “Because it’s wrong!” is the a solution to a problem.  For example, 

The Problem	Inadequate answer
Women don’t have equal right	“it’s wrong.”
The rich break the laws with impunity	“It’s wrong”
Tornadoes kill people	“It’s wrong:

Sorry! Saying that “It’s wrong” solves none of the above problems.  It might provide motivation to tackle the problem, but there is no strategy, not even a measurable goal, in the simplistic, “It’s wrong.”

I believe it is an unthinking response, often masquerading as profound thought, when a response to a problem is a put-down, a moralistic judgment or an impassioned deploring. 

Good thinking begins the process of solving a problem.  We’ll look at examples in future posts. 

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Uncertainty and Thinking - 3

"If you are so sure, what's to think about?"

Really, we usually don't think about the things we take for granted.  Kenneth Bailey once said in my hearing, "Culture is what you already know and don't think about."  He was referring to village culture in the Middle East, but it's true anywhere.  In the USA most people know that you dress after you get out of bed and before you go to work.  Possibly we thought about it when we were young, but as adults we just do it because we are CERTAIN that it's "what you do".

We don't think about it.

On the other hand, if we own several items of clothing, we do think about what we will wear.  We are uncertain whether this or that will be appropriate, or admired, or valued for today's work.  As a computer tech and administrator I used to have to wonder, do I wear slacks (for higher level meetings) or jeans (for getting under dusty desks and hauling dirty equipment to the bench for repair).  I was uncertain of the day's tasks, and had to think.

Uncertainty leads to thinking.  Certainty leads to living in ruts.

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Uncertainty and Thinking - 2

Probably we need some certainty in order to think at all.  But not too much.

I helped a college student by providing a place for him to live when I was also in college.  It seemed the right thing to do.  He was a philosophy major who had committed himself to the position that we could not know anything.  Not ever.  As he advanced in his commitment, he became stranger and less responsible.  A few months after he left our shared houseboat, I heard that he had taken his life.  As he said, "I take a step, I think.  But I never know if there will be a floor or the ground where I put my foot next."  Without at least the assumption of certainty, he could not stand to live.  If he was alive.  He was not certain.

One "certainty" that he ignored was the inheritance he was due to get in a few months -- one million dollars, give or take a few cents.  In the 1950's, that was a chuck of money.

Anyway, we probably can't think unless we believe somethings are certain.  We have to have somewhere we can stand before we can move in any direction. 

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Uncertainty and Thinking - 1

As I think about thinking I sometimes wish for certainty.  "Couldn't there be a few things we could be absolutely certain about?" I ponder.  The answer always comes back, "No."

I have come to believe that if we had some things that were certain, we would not need to think.  Many people approach religion this way.  They are certain of their god, their doctrine, their convictions and, for reasons of certainty, they stop thinking.  No more questions.  No more wondering (and no more wonder).  No more looking at things from a different angle. 

I recently purchased a new app for my iPad -- a game of physics.  We can, and must, spin our view of things around in order to shoot the blocks that crush the zombies effectively.  Different angles, different perspectives.  Even then, we are uncertain as to how it will play out.  And that is just a man-made computer game.

How much more thinking MUST be done about real life, real experiences of the transcendent, real quandaries?

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Thinking and Problems - 1

I think I know when creating problems is a useful task for the thinking person. 

I believe that figuring out the best, most succinct way of stating a problem requires skillful thinking.  This season of the year I can envision this sequence of problem statements:

Problem statements:

·      I don’t know how to get accepted into the program of (college of my choice). 

·      How can I gain acceptance by the administration of  (college of my choice)?

·      What must I demonstrate to gain acceptance at (college of my choice)?

·      Who must I talk to in order to determine what I must demonstrate to gain acceptance at (college of my choice)? 

·      When must I begin preparing to be accepted by (college of my choice)? 

·      My goal is to be accepted into the (college of my choice). 

If only I can state the problem clearly, then I can begin thinking, researching, asking questions and plotting methods to solving the problem.  The more clear I can be in stating the problem, the better my solution to the problem will be.

Thus, I will be a better thinking if I can create, or state, problems clearly and helpfuly. 

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