Here it is. Sorry for the delay. Please offer me your comments. This is
a critical topic for me. Tom Hawk, Frostburg State University,
301-687-4485.
Lateral Thinking: A Coda? Another Step on the Journey?
In reading and reflecting on all of the lateral thinking posts that
occurred between November 9 and December 9, I believe I found that three
themes embraced all of the posts for me. The first theme focuses on
developing a decision-making framework. The second focuses on developing
a universal set of questions that will provide the framework for sound,
effective decision-making. The third focuses on developing the abilities
to frame questions and seek answers. All three themes are set in the
context of our mutual concern with adult learning, in formal, nonformal,
and informal settings.
I see these themes as sequentially related in the developmental
sense in that one can very easily start with theme one and move to theme
two and then to theme three during the learning process. I also see the
three themes as nested in that theme one is a part of theme two and
theme two is a part of theme three. I also see the three themes as
different. The first theme does not necessarily focus on questions and
can be the starting point for developing framework-building skills. The
second theme does focus on framing questions (a universal set of
questions) and the capabilities of seeking answers to those specific
questions but does not do so beyond the universal set. Furthermore,
anyone who gets involved once the universal set exists does not engage
in the question framing process and misses developing that set of
skills. The third theme focuses on the capabilities of
generating/framing questions and seeking/using answers in whatever
context one finds oneself. It acknowledges that questioning and
answer-seeking are context related and seeks to make the skills of
question asking and answer-seeking the central focus of learning.
Some comments relative to the first theme. Providing frameworks,
organizing schemes, or checklists to those who have not yet articulated
them or where none exist can be a useful initial step in the learning
process as long as one is aware of the assumptions that underlie the
framework, the limitations of the framework, who benefits in the power
structure from using the framework and how, and the degree to which
those benefits are congruent with one's value/ethical system. The last
two are particularly important in identifying oppressive structures and
processes, an important contribution by Deborah.
Some comments relative to the second theme. It seems to me that this
would be a step or two beyond the first theme in that one can take
several different frameworks and combine them to address the
shortcomings of using just one of the component frameworks. Yes,
providing a universal set of questions for effective decision-making
does provide a focus on questioning, but not on the capabilities of
generating them and developing answer-seeking abilities beyond the
questions provided in the framework. Furthermore, the issues of
underlying assumptions, limitations, and who benefits are still
relevant, although at perhaps a deeper level. I believe Erwin's initial
request and Edryce's concern with universal, applicable, comprehensive
consideration groups for decisions lie within this theme.
Some comments relative to the third theme. I see the abilities of
question-asking/framing and answer-seeking/carrying out as fundamental
to the learning process for adults in formal, nonformal, and informal
settings (I also see these as key to child learning development).
Questioning and answer-seeking are a journey that can end in resolution
and closure in a short or long period of time or can be open and
unresolved throughout one's entire life. And both the processes of
generating the questions and seeking the answers can be done
autonomously, in relation with other, or both. I believe the core of
Gary's comments approach this theme.
As my initial small post stated on November 10, I am a strong
advocate of theme three in what I do as a learning facilitator and in my
own learning, although I recognize the usefulness of multiple approaches
to getting there. I have read extensively in the question asking
literature (education has many references that do not seem to have
crossed over to the management field). Two sources, in particular, have
been critical for me. They are: (1) TEACHING THINKING THROUGH EFFECTIVE
QUESTIONING, Francis P. Hunkins, 1989, Christopher-Gordon Publishers,
and (2) THE SPIRAL OF INQUIRY: A STUDY IN THE PHENOMENOLOGY OF INQUIRY,
Arnold C. Harms, 1999, University Press of America. I believe both of
these books can help Erwin in framing the questions for his categories
and question-asking in learning in general.
There are three other books that I believe must be mentioned in the
context of this discussion of lateral thinking. The first is LEARNING IN
ADULTHOOD: A COMPREHENSIVE GUIDE, Sharan B. Merriam and Rosemary S.
Caffarella, 1999, Jossey-Bass. I know of no other single volume that
explores the domain of adult learning in such an insightful way as this
book, although I have benefited by reading most of its key references
before reading the book. If we are truly interested in adult learning in
formal, nonformal, and informal settings, this book and an exploration
of its key references is a must.
The last two are by Ken Wilber: A BRIEF THEORY OF EVERYTHING and
INTEGRAL PSYCHOLOGY, both published by Shambhala in 2000. Wilber's
integrative genius will generate questions for you beyond a framework
for decision making. These books will also inform your own practice of
learning and how you help others learn.
Erwin's initial request was for help with his categories and the
questions within the categories for effective decision-making. I haven't
answered those two questions specifically. But I do believe I have
pointed him in the direction of sources that will allow him to continue
his journey. If any of you choose to explore any of these references, I
would welcome your comments and interpretations. Tom Hawk.