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Thursday, June 12, 2014

Thought Vectors: How a Thinkaholic Feels

Hi, my name is Yin and I'm a thinkaholic. 
(Check out concept and picture by Leah of Dharma Comics.)

This chronic malady has its side effects. I've thought and blogged about its "collateral damage" quite a bit some 7 years ago. Here's a paragraph from the post, Inner vs. Outside World, December 12, 2007 (on a private blog) about solo fantasy thinking:
Quite often--, my inner world is more exciting than the outside world as my mind races through a myriad of topics and imagine the possibilities for adventure. I contemplate on the prospects for learning new things and connecting with people if I did A, B, and C or put A and B together first, then work on C, etc. For this reason, I'm --mothballed if conversation topics lack a focus. In such times, I turn inward to my own thoughts to avoid being rude and seemingly inattentive. I still listen but I'm disengaged because I cannot follow the flow of the conversation as it jumps from P to M and then from N to S, etc. Much more exciting is my private world when I can write a short essay in my head in the span of time it takes to listen to a speaker belabor on a topic I have difficulty following.
When I'm conjuring up plans to learn something new (e.g. my next sketch, story to write, movie to watch, next travel destination, how to best have a stimulating mental duel with someone), I feel exhilarated and a tad anxious. (And guilty for stealth thinking if I'm thinking all these thoughts while on the surface paying attention to something else.) I also feel like Lucy entering Narnia (refer to C. S. Lewis' Chronicles of Narnia book series). The exploratory planning-think is magical, and I feel unstoppable with all my wild untamed thoughts, waiting to be connected and moulded into something new! Kahnmn likens this thinking process to engaging in Wikipedia wars (I learned something new!) and how fabulous it is.

The times when the light and joy goes out of my thinking are those moments when, sometimes, the unknown future and the known unpleasant memories of the past coalesce to become a menacing spirit. The more effort and time I spend trying to fashion some understanding of this intimidating specter, the more my nerves play tricks on me. A tight clamp fastens itself around my head -- I think myself literally into a headache.

These emotions are two extremes. Most of the time, I don't pay much attention to how I feel when I'm thinking. I mostly think like I breathe. Thinking has become a habit, a disposition I've cultivated. It's paradoxical. I relish the opportunities to think and synthesize thoughts. Yet, I sometimes take for granted that I am capable of clear thinking -- until I forget a memory and wonder, with mixed emotions, if I'm losing cognition. You see, I have a loved one who has dementia. Thinking about not having cognition is painful. Maybe that's why I think with such vengeance, knowing that there is an expiration date on thinking that leads to honest living, good work and service.

Gardner Campbell blogged about varieties of thinking, effortful and goal-free (mulling) thinking, and the experience of thinking. I definitely support the design of quality thinking experiences that results in positive change. Hence my advocacy for the Visible Thinking approach (TM President & Fellows of Harvard College)! Tom Woodward reminded me about groupthink and how it feels. The magic of improv in the production and staging of a play is something I sorely miss.

But thinking, whether painful, joyful, light or heavy-duty, is something uniquely human and precious. The mind is at once so powerful and delicate, a battlefield and a mushy mass of tissues. I am mostly grateful to feel how I think, headaches or not. Although being introspective has its delights, I sometimes like to get out of my own head, instead of watching how the missiles of my mind dart about, aptly illustrated by Leah of Dharma Comics:




Tuesday, June 10, 2014

Thought Vectors Self-Portrait

I know, I know. My apologies for another introductory post for a MOOC. I will try to make this short and sharp.

Greetings to my fellow MOOCers from Richmond, Virginia! For those who are just reading this blog, I wrote an earlier introductory blogpost which is more visual using a Life Story album cover and a Life Story playlist. That was for a Creativity MOOC by Tina Selig which I successfully completed for the second time! Yay!

The trail that led to this post began with a legendary tale about Ernest Hemingway. Allegedly, he was challenged to create a story using only 6 words (For sale, baby shoes, never worn). Gardner Campbell mentioned this in the Thought Vectors in Concept Space Live Hangout tonight. I've been mulling over for two days which six words will best do to introduce myself for this cMOOC. It's time I post my six-word life story:

Yin Wah Kreher: Six-Word Life Story.  Image says: Extravagant love,
green card, perpetual learning.

As a self-descriptor, here are six more words:

centered versatile boundary-crosser, quiet confidence, enigma.

Pleased to meet you all!

Friday, June 6, 2014

Wonder, Irresistible Learning and Heroic Imagination

The name game is an intriguing one. Word pantomime or labels? A number of people I know, and in the fields I work closely in, dislike labels. Many believe labels have the potential to subtract value from who they truly are. (Have you heard of the "Label Jars Not People" organization established by Siobhan Brady to reduce mental health stigma?) Yet, human beings like to find pattern in chaos and ways to make sense of the world. So being aware of layers of perception about organizers as starting points (versus sticky unchangeable labels) is necessary in disabling potential communication barriers and the tendency to form misjudgements too quickly.

In the world of paint, Donald Kaufman, a Master Colorist (Elle Decor, September 2012) has this to say:
Color names are extremely dangerous, which is why we use numbers instead. People see color differently because of names. Beige is undervalued because the name has a bad association. Mint sounds like the color of a hospital, but call it "faded eucalyptus" and people love it. 
One of our best sellers is a white we call DKC-5. Mariette Himes Gomez compared it to Chanel No. 5.
The beauty industry is a prime example of fabulous word craft. Think of the names of creams, lipsticks and nail polish (Sephora's Formula X nail polish -- Kapow, Zing, Radioactive, Jolt, Oomph, Turbo, Seismic, Dare Me, etc; Dr. Dennis Gross 20 days to radiance skincare, HUM Runway Ready cream, Philosophy Hope in a Jar...). Alluring?

Kaufman's words connected me to the world of words on learning motivation -- especially short phrases or words that help me to focus learner attention and stimulate curiosity. For instance, I tweeted this in December 2013 and mentioned Yenawine's (2013) book in a March 2014 blogpost:
In this post, I want to share some more "wonder" and wonderful phrases I've come across recently!

"Wisdom begins in wonder" digital image created by Yin Wah Kreher, 2014. Original quote by Socrates.
Teaching/Learning implications of both phrases:
  • In what ways can you give permission to students to wonder?  OR, what sorts of educational strategies challenge students to wonder?
  • How does that wonder extend into the development of wisdom? 
  • Are teachers prepared to assess and consider wonderment? 
My initial thinking is of course to recommend the Visible Thinking approach (refer to my March blogpost mentioned earlier for See-Think-Wonder). Ritchart's 8 classroom cultural forces would be a good framework to start with. 

As I came across these phrases, I started to sketch out several others I've come across:

Irresistible Learning ETC handdrawn image by Yin Wah Kreher, 2014
Teaching/Learning implications:
  • What is irresistible learning? What would students expect from a course that offers irresistible learning? What does it look like?
  • How indeed can we make learning IRRESISTIBLE?  
  • Do we want to make learning irresistible? Is it attainable?
  • The Institute of Play associates irresistible learning with serious games, intentional games, game-based learning and simulations. Are serious games the chief means to foster irresistible learning? Games arguably awaken playfulness and curiosity in learners. By incorporating play elements into learning, serious and intentional games support complex thinking. How do we support serious games and game-based learning in higher ed/schools? 
  • Learn more about key Irresistible Learning design principles outlined by Katie Salen, Director of Institute of Play.
  • Feedback is something we all crave in our learning journey -- we want teachers, supervisors and loved ones to engage with us. But a Fiesta? What will it look like?
(Hint: Google the word "irresistible" and see what shows up under "Images"! Surprise!?)

Heroic Imagination image hand-drawn by Yin Wah Kreher, 2014.
There is an abundance of advocates on creativity, innovation and imagination lately. I need not belabor the significance of these qualities. But the phrase heroic imagination is a new one to me. The Heroic Imagination Project (HIP) was founded by Dr. Philip Zimbardo, Professor Emeritus of Psychology at Stanford University. The project website describes HIP as a "nonprofit research-based organization which provides knowledge, tools, strategies, and exercises to individuals and groups to help them to overcome the social and psychological forces which can keep them from taking effective action at crucial moments in their lives" (2013). Everyday heroism is also promoted on their social media and web sites. My guess or hypothesis is that it is powerful imagination (amongst other traits and factors) that propels "ordinary people to do extraordinary acts" of heroism for social justice and positive change. The premise of their argument is, Everyone can be a hero. You can be a hero too. Teaching/Learning Implications: How will you use your imagination heroically?

I can go on and on about a few other phrases; Desirable Difficulties by Robert Bjork and Productive Failure by Manu Kapoor, which I've mentioned in passing in an April 2014 blogpost. There is also Nudge Interventions and Theory (versus Coercion to comply) and many many others. But my blogpost is growing too long.

So I will leave you to “The love of learning, the sequestered nooks,
 and all the sweet serenity of books” (Henry Wadsworth Longfellow) till my next post. Explore the links I've inserted for a start.

Heroic Imagination. You may be afraid, but do it anyway.

References: 
  • Feedback Fiesta (Please let me know if you know the source. I've not been able to track where I got this from.)
  • Awakening to Play is mine, I'm quite quite sure.