Thinking Different Requires Different Thinking

Understanding not only what we think about, but how we think about it in relation to the issues we face is important if we are derive strategies that take the complexity of human systems into account. Teaching for thinking and not for knowledge in itself requires different thinking and acting. The question is: Are we ready and willing to do this? Most people love change so long as they don’t have to do anything different. Hopefully, our health and research systems are different. And if not, how can we inspire the thinking to make them so?

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Storytelling, Sense-making, and Systems Thinking

I teach a class in systems thinking perspectives on public health. This past week we discussed the role of narratives and storytelling as ways to learn about systems and how to organize diverse information and make sense of that. All stories are fiction, but for systems thinkers, some stories are useful.

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Designing Education for Learning

Higher education strives to prepare learners to meet the scientific and technical demands of a changing world, yet does so in a manner that seems antithetical to change. What gives? I explore this in a little further with insights from complexity science.

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The Problem With Grades

Imagine a system where we gave students feedback, allowed them to adapt, and to take the information they learn and apply it in ways that fit the context they are working in? Consider what that might look like in terms of grades and grading and how the absence of such almost arbitrary assessments could lead to knowledge that could truly advance the health and wellbeing of everyone, not just propose to do so.

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Social (non) Sense-making

What is true in the world of social media and decision making is a matter of interpretation. However that interpretation, often off-loaded to others in crowdsourcing models, might not work well when strong ties are needed to foster quality decisions.

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