Making heads from tails is no easy task when it comes to complex thinking. This week in CEP 812 the Think Tank sought to frame the problem of teaching complex thinking.
Our Think Tank quickly discovered that complex thinking does not have a standard and universal meaning, and to complicate matters even more, it often is used interchangeably with other terms like critical thinking and computational thinking. As such, our first question in defining the wicked problem of teaching complex thinking became:
Why is it referred to as computational, critical, and complex thinking?
Definition aside, we then moved on to the role creativity plays in critical thinking. Invariably all of the references to complex thinking involved some sort of problem solving and cross-disciplinary approach. Which led us to wonder:
Why does creativity play a role in complex thinking?
While these 2 questions address the complex thinking aspect of the wicked problem, neither addresses the teaching component. Considering that the result of the design process will be a plan to address teaching complex thinking, we also framed our discussion around:
Why are classroom environments important for teaching complex thinking?
Armed with our framing questions and the informative results from last week’s survey (open image below in a new window to view details), we are all set to move into the next phase of the design process: Solutions!