will be updated after class discussions
1/22- Adams and Kahnemann
Danae and I worked together to try and decipher the true meanings behind these readings and their connections to each other. We had to put together a few diagrams to ultimately get to a conclusion, but hopefully in the future these connections will be come easier to make.
We ended up going deep into the realm of how we think and what happens as a result of our thinking. This got us talking a lot about conscious and unconscious thinking, which related closely to Kahnemann’s “system 1 and system 2” ways of thinking. We were trying to make a connection between the perceptual blocks that Adams’ talks about, and how those come about in unconscious/conscious ways of thinking.
We explored the idea of habits in our dissection of the readings. Habits are interesting because in many ways, you much consciously do an action, to then make it an unconscious habit. This brings up the perceptual blocks that Adams’ was talking about; when you get into habitual routine, you often start stereotyping certain situations because that makes your brain and thinking work faster. While Adam’s says there are benefits to habit forming, it can become a big block to our creativity and problem solving.
For this reason, we came up with a sort of pendulum effect of habit forming and habit breaking in order to break stereotypes and increase creative thinking. When you have consciously formed a habit, you are creating stereotypes in your mind. In order to break free from these stereotypes, you must bring that habit back into the conscious thinking, which is usually due to a internal or external prompt to break the cycle. In this process of breaking the habit and stereotypes, you are forming a new habit of breaking them, which in turn becomes a new unconscious habit that will have to be broken again and again to keep from getting blocked by perceptual stereotypes.
2/4: McKim and Augustinos Readings
Danae and I worked together again to debrief about these two readings and try to connect them to the first readings.
We started by just making a list of things that we thought were important in the readings. For the McKim readings, we wanted to see how levels, operations, and vehicles of thinking fit in to our previous readings and the Augustinos reading. For Augustinos, we thought prototypes, categorization, schema types, general expectations, and theory vs data driven thinking were all important to cover.
We then started to put these categories into system 1 (unconscious) and system 2 (conscious) ways of thinking. The diagram below to the left shows that process. We have arrows going back and forth between system 1 and 2 because these terms can move back and forth between conscious and unconscious thought if they are prompted to move and be thought about differently. We also identified that theories and levels of thought are kind of in the middle of diagram. Theories for example can be seen and known to be two different things. You mind can see something as one thing, but your brain knows that what you are seeing is actually false. This is the same for levels. With levels, there is unconscious, below the surface thinking, but also there is focused thinking. These things can happen at the same time without you really being aware of it.
From here, we looked more into the idea of seeing, imaging and drawing, as ways of thinking/problem solving, and top-down and bottom-up thinking. We saw imagining as a top-down way to solve problems, because you are only in your head, which makes it more difficult to see a solution, so you have to use certain schemas to help solve the problem faster. Drawing on the other hand, was a bottom-up method, because both represent the building blocks and building ideas and solutions from the bottom-up (starting with nothing, ending with something). Seeing was in the middle of the top-down and bottom-up, because when you see something, if it is familiar, you could be forming schemas and stereotypes, but if it is unfamiliar, you are more likely to thinking in a bottom-up manner.
We have generally been splitting up our ideas into two columns of conscious and unconscious ways of thinking. We do however recognize that it is possible for ideas and ways of thinking to cross over again and again, as we are (hopefully) constantly challenging what we know to be true and what we believe. For this reason, we have a lot of arrows in our diagrams, showing the constant change in ways people go about their thinking process.
3/2: Ambrose, Dirksen, Weinschenk Readings
Danae and I picked out some main themes from the Ambrose, Dirksen and Weinschenck readings to diagram together. We wanted to figure out how engaging the elephant mind (Dirksen) could benefit addressing knowledge gaps (Ambrose) and how those could then become learned knowledge by committing the information to memory (Weinschenck).
Our final diagram for these 3 readings is the top drawing in orange in the image. We diagrammed out a flow of starting with schemas that are distracting, to using motivation to engage the learner to be able to fill knowledge gaps, and eventually commit the information to memory and change preexisting schemas.
4/30: McCarthy and Wiggins
We broke up the Wiggins reading about the 6 facets of understanding into the 4 quadrants of the learning cycle (McCarthy). Here is a break down of why we put each facet of understanding into their spots on the quadrants.
Interpret- Quadrant 1: Interpret is in quadrant 1 because this is where you figure out the meaning behind what you’re learning and why you are learning the facts.
Explain- Quadrant 2: Explanation is just simply breaking down the facts and learning the pieces you need to know. It doesn’t go in much depth, it is just the “what” that you are learning.
Perspective- Quadrant 2: Perspective is in quadrant 2 because you learn that different point of view exist, but you still cannot really understand why those point of view exist
Empathy- Quadrant 3: Empathy is in quadrant 3 because you are actively trying to understand different viewpoints, but you still have an abstract view of what those viewpoints actually mean.
Apply- Quadrants 3 and 4: Apply can float back and forth between quandrants 3 and 4, because you are actively engaged in the information and putting it into context, but you can also reflect of the applications and apply them to contexts in the future.
Self-Kowledge- Quadrant 4: Self-knowledge is in quadrant 4 because here you have enough concrete and specific knowledge about what you do and don’t know, that will help you to be able to ask questions to facilitate reflection.
5/5: Final Reading Diagram
Our final reading diagram is composed of two main features, the learnings swing and the learning loop. As an overview, we believe that the learning cycle as a whole goes back and forth between unconscious and conscious learning. Within this swing, there is a more detailed learning loop, that describes what happens during each motion of the pendulum swing. In the learning loop you much first address and engage the unconscious elephant mind, fill learning gaps, and commit the new information to memory to go from unconscious, to conscious back to unconscious learning.