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Doc, I think I have assumptions……

Doc, I think I have assumptions……. What do They look like?. Where do they come from? How did I get them? How will they affect others? Do others have them too? Are they bad? Will they spread? How do we prevent them?. http:// www.youtube.com/. Type 1.

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Doc, I think I have assumptions……

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  1. Doc, I think I have assumptions……

  2. What do They look like? • Where do they come from? • How did I get them? • How will they affect others? • Do others have them too? • Are they bad? • Will they spread? • How do we prevent them? http://www.youtube.com/

  3. Type 1 • Causal assumptions are usually stated in predictive terms. • E.g. If we make mistakes in front of students this creates a trustful environment for learning in which students feel free to make errors with no fear of censure or embarrassment

  4. Type 2 • Prescriptive assumptions • what we think ought to be happening in a particular situation. • How a ‘good’ teacher should behave • What good educational processes ought to look like • Brookfield, S. (1995)

  5. Type 3 Paradigmatic assumptionsare our renderings of ‘reality’ It takes a considerable amount of contrary evidence and disconfirming experiences to change them. • Brookfield, S. (1995)

  6. Diagnosis? Think of one assumption relating to your own learning or teaching that you investigated and found it didn’t quite make sense….. Identify whether it is • Paradigmatic • Prescriptive or • Causal

  7. Borrowing from NLP Theory Our Identity, gives rise to our Voice, which provides Agency – which allows us to be agents of change BAKE

  8. As we learn to develop Must be applied to Adapted from R.Paul & L Elder, (2012) model to illustrate the process of critical thinking and its goals.

  9. What’s the difference? Assumptions - something we take for granted or presuppose, previously learned but do not question. We assume it to be true as it is a part of our belief system Ideology – system of ideas, thinking of a group or class Worldview - perspective from which one sees the world Stereotype, A widely held fixed oversimplified image or view of a person or thing Prejudice - preconceived opinion not based on reason or experience. To pre-judge. Inference - a step of the mind, an intellectual act by which one concludes that something is true.

  10. Try it out…….. It's common sense to visit small groups after you've set them a task, since this demonstrates your commitment to helping them learn. Visiting groups is an example of respectful, attentive, student-centered teaching. • Brookfield, S. (1995)

  11. Theory

  12. Outcomes/results?

  13. Assumptions, Identity & Agency Adapted from Laurie Peterman Fig 2.1 p.30

  14. Critical agency • To exist, to be, is to have “Agency” • Or be an “agent” (Not the secret 007 kind!) • If you are acting on someone’s behalf, ie they can not act for themselves – you are their “agent” • We are all agents • How does it become critical agency? • Agent of Change • Social justice role of Teachers.

  15. Identity or Voice • To know who you are, • Traits that are characteristic of you • One of those is your voice • Your voice is a part of your identity, it’s how you express yourself • It’s like a signature – it’s who you are • Ie Voice recognition, • Ex. to voice one’s opinion • But to have a voice, is to have agency…..

  16. Bell hooks –Linking assumptions, agency and voice • “By internalizing the false assumption that theory is not a social practice, they promote the formation within feminist circles of a potentially oppressive hierarchy where all concrete action is viewed as more important than any theory written or spoken.” p.65 • “those of us in the academy from working-class backgrounds are empowered when we recognize our own agency – our capacity to be active participants in the pedagogical process”.p183 • “Accepting the decentring of the West globally, embracing multiculturalism, compels educators to focus attention on the issue of voice. Who speaks? Who listens? And Why?”p. 40

  17. Bell hooks • In teaching to transgress, “bell hooks pushes readers towards an active criticism of our assumptions, particularly in terms of race and sex. I find her frontal attacks on our cultural assumptions challenging, albeit shrill at times.” Allen Bramhall • “Hooks teaches us to transgress the assumptions in our lives. Our assumptions are tacit acceptance of received wisdom. To assume truths uncritically is to live in an earlier age. Those assumptions may have made sense in years gone by, but the world constantly evolves.” Allen Bramhall

  18. Why do we care?

  19. Why do we care? • Students and participants will achieve what they believe they can. • Pygmalion principle • Essentially, if they think can, they will…. If you think they can’t they won’t. • Never “write-off” a student • See the link posted on website to this document

  20. Practical applications • Assumptions get in the way….. • They affect progress • Suppress learning • Hinder completion of tasks • Inhibit discussion • We can never eliminate them ALL….. • But we can identify them, acknowledge them • & “reframe” them

  21. Reframing Consider the frame, or 'lens' through which a persons reality is being created. Understand the unspoken assumptions, Consider alternative lenses, hence “reframing” Challenge the view or “frame” not the person. Stand in another frame and describe what you see. Try selecting or ignoring aspects of words or actions and reframe to emphasize or downplay various elements. Here are a few reframes – • A problem as an opportunity • A weakness as a strength • An impossibility as a distant possibility • A distant possibility as a near possibility • Oppression ('against me') as neutral ('doesn't care about me') • Unkindness as lack of understanding • Prejudice as ignorance

  22. The negative Test To test whether something is “assumed” by an argument, try this test Insert the opposite of the “alleged assumption”, into the argument and see if it still makes sense. Start with the assumption - Ex – “The college address is the same street as I’m standing on; therefore (watch out – here comes an assumption!) the college must be nearby” This statement assumes that the street isn't very long. In reality, if the street is long, then the college could be on it, yet miles away ie Young St Toronto The negative test would sound like this – The college address is the same street as I’m standing on, the street is very long - therefore the college must be nearby….. The argument clearly doesn’t make sense.

  23. signs & symptomsof assumptions Top 10 Investigate…….. When you’re ready Create your own list Using the template available on the Website Then “reframe” those assumptions!

  24. references Bramhall, A. Regarding Bell Hooks, http://home.comcast.net/~simple.theory/bell_hooks_paper.htm Retrieved Mar 11 2013 Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey- Bass.Hooks, Bell. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge R.Paul & L Elder.(2012 ). The Miniature Guide to Critical Thinking: Concepts and Tools. Retrieved from www.criticalthinking .org Mar 13 2013 R.Paul & L Elder.(2012 ). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Prentice Hall

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