- Apr 2023
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bigthink.com bigthink.com
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One way to weed those out is to begin with the most basic question we can formulate. Conceptual artist Jonathon Keats calls these “naive questions.” Geochemist Hope Jahren calls them “curiosity questions.” Whatever the label, they are, in essence, the kind of question a child could come up with.Progressing from such questions requires us to dig deeper and slow down our thinking — which, in turn, may reveal to us unknown unknowns or information we may have missed last time we explored the topic.
For the intellectual worker, an Antinet can be used to keep track of such questions and the thought-lines corresponding to these questions.
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We can be bolder about asking questions in public and encouraging others to pursue their curiosity, too. In that encouragement, we help create an environment where those around us feel safe from the shame and humiliation they may feel in revealing a lack of knowledge about a subject, which can round back to us.
As an educator, be courageous, lead by example. Start by asking questions out loud, not only those you wish students to answer, but also those you genuinely don't know, and wish to research together with your students.
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Many people, myself included, can find asking questions to be daunting. It fills us with worry and self-doubt, as though the act of being inquisitive is an all-too-public admission of our ignorance. Unfortunately, this can also lead us to find solace in answers — no matter how shaky our understanding of the facts may be — rather than risk looking stupid in front of others or even to ourselves.
Asking questions is how we learn. Do not avoid it for the sake of not looking stupid. That is stupid. Inquiry-Based Learning.
As Confucius said: "The one who asks a question is a fool for a minute, the one who doesn't ask is a fool for life."
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- Mar 2023
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www.demorgen.be www.demorgen.be
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“Hij kwam tot de conclusie dat leerlingen drie keer op een andere manier met de leerstof in aanraking moesten komen om de materie te begrijpen”
Interleaving
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nesslabs.com nesslabs.com
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The state of current technology greatly impacts our ability to manipulate information, which in turn exerts influence on our ability to develop new ideas and technologies. Tools designed to enable networked thinking are a step in the direction of Douglas Engelbart’s vision of augmenting the human intellect, resulting in “more-rapid comprehension, better comprehension, the possibility of gaining a useful degree of comprehension in a situation that previously was too complex, speedier solutions, better solutions, and the possibility of finding solutions to problems that before seemed insolvable.”
There's a danger to using digital tools to help with Higher Order Thinking; namely, it offloads precious cognitive load, optimized intrinsic load, which is used to build schemas and structural knowledge which is essential for mastery. Another danger is that digital tools often make falling for the collector's fallacy easier, meaning that you horde and horde information, which makes you think you have knowledge, while in fact, you simply have (maybe related) information, not mastery. The analog way prevents this, as it forces you to carefully evaluate the value of an idea and decide whether or not it's worth it to spend time on writing it and integrating it into a line of thought. Evaluation/Analysis is forced in an analog networked thinking tool, which is a form of Higher Order Learning/Thinking, as they are in the higher orders of Bloom's Taxonomy/Hierarchy.
This is also true for AI. Always carefully evaluate whether or not a tool is worth using, like a farmer. (Deep Work, Cal Newport).
Instead, use a tool like mindmapping, the GRINDE way, which is digital, for learning... Or the Antinet Zettelkasten by Scott Scheper, which is analog, for research.
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Divergence and emergence allow networked thinkers to uncover non-obvious interconnections and explore second-order consequences of seemingly isolated phenomena. Because it relies on undirected exploration, networked thinking allows us to go beyond common sense solutions.
The power of an Antinet Zettelkasten. Use this principle both in research and learning.
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Networked thinking is an explorative approach to problem-solving, whose aim is to consider the complex interactions between nodes and connections in a given problem space. Instead of considering a particular problem in isolation to discover a pre-existing solution, networked thinking encourages non-linear, second-order reflection in order to let a new idea emerge.
Seems similar to Communicating with an Antinet Zettelkasten.
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