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Divergent and convergent thinking

October 3, 2007 By Chris Corrigan Conversation, Facilitation, Learning 9 Comments

diamon.gif

Diamond graphic by Darrell Freeman at Colour

Within the constellation of design tools I find especially helpful in creating spaces for conversation, Sam Kaner’s Diamond of Participation has been very influential. About three years ago my friend Myriam Laberge pointed out to me the possibility that all learning conversations take place along this flow of thinking and since then the model has been an important part of my life and work.

The diamond is a map that points to three phases that groups pass through as they move from questions to insights. Groups begin with divergent thinking, sit for a while in the chaos and uncertainty of “The Groan Zone” and later move into convergent thinking.

Today I found a nice description of these modes of thinking, buried in an article on neuroscience and fundamentalism

Convergent reasoning involves an assembly of known information and results in a solution within the realm of what is already known. Most problem solving occurs this way. It is instilled, for example, in medical school students. If a physician sees a person in the emergency room that has a fever and is comatose, they are taught that there are two possible disorders that might give these signs: an infection or a heat stroke. If this patient is found to have a stiff neck, the physician considers the possibility that the patient’s fever and unconsciousness are related to an infection of the central nervous system, such as meningitis. To obtain further converging evidence the resident doctor may perform a spinal tap; if the analyzed spinal fluid reveals certain indicators there is now sufficient converging evidence to make a diagnosis of meningitis and to start antibiotic therapy.Divergent reasoning, on the other hand, enables a person to arrive at a previously unknown solution (at least unknown to the person who is doing the reasoning). When a person is confronted with a problem and decides that the existing information is insufficient to develop a satisfactory solution, he or she may diverge from the information and imagine,or reason about, new possibilities. William James, who first put forth the concept of divergent reasoning, stated:

Instead of thoughts of concrete things patiently following one another in a beaten track of habitual suggestion, we have the most abrupt cross-cuts and transitions from one idea to another … unheard of combinations of elements, the subtlest associations of analogy … we seem suddenly introduced into a seething cauldron of ideas … where partnerships can be joined or loosened … treadmill routine is unknown and the unexpected is the only law.

The human capability for divergent reasoning results in a nearly limitless range of creative outcomes, from entirely personal to world changing. Surely humanity’s earliest innovations were life altering, as were the many that followed. Recall our eventual acceptance (against initially unyielding church doctrine) of Copernicus’s unfathomable idea that the Sun, and not the Earth, was at the center of our solar system, or Einstein’s affront to the known laws of physics with his concept that matter and energy are different forms of the same thing. But even more mundane activities, like resolving an unacceptable marital situation by seeking conduct on the part of one of the partners that was previously not considered, discovering a treatment solution for a heretofore incurable disease,creating a work of distinctive art, finding an alternative to war in a tense geopolitical situation, a chef’s creation of a new recipe, carefully arranging flowers in vase, or making up a bedtime story, are examples of creative acts resulting from the ability to diverge from current circumstances and consider or enact new possibilities. Certainly, both convergent and divergent reasoning serve to enhance our well being. But it is an individual’s ability to diverge from what is familiar and move beyond the known into a new understanding which is the essence of creativity, and that which gives rise to advancement. In the words of Frank Zappa, “Without deviation from the norm, ‘progress’ is not possible.” Whether a person chooses to question and think on his or her own or remains unconditionally adherent to religious dogma, might relate to how specific areas of the brain are utilized–or not.

Interesting, eh?

[tags]Sam Kaner, Myriam Laberge[/tags]

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School: Socialized or Civilized?

October 3, 2007 By Chris Corrigan Unschooling, Youth One Comment

It’s kind of an old debate, but the question of “socialization” seems to come up a fair amount when I talk about homeschooling with people who aren’t familiar with that way of life.

Usually I give the half-facetious remark that we don’t send our kids to school precisely because school seeks to socialize them.   That starts a nice conversation about the role of institutions in shaping the behaviours of young people.   In general people expect schools to do these things but then there is very little deep conversation about the role of school when folks talk about youth alienation, the hyper-extension of adolescence or gang culture and violence.   Most often the media comes in for blame, and no one looks at how well the school based “socialization” program works.

At any rate, today I found a nice piece at one of regular homeschooling blogs that gives the question some more thought, and I invite you to have a look if the question interests you.


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Exploring the shadow in facilitation

October 3, 2007 By Chris Corrigan Facilitation, Organization

Johnnie Moore and I have been trading links about podcasts…today I’ll point you to one he did with Annette Clancy and Matt Moore on shadows in organizations.   It’s really, really good, and what got my attention is when Annette asked “what job was your sense of shame doing for the organisation for which you worked?”

I first met Annette in 2005 when she responded to an invitation I issued about looking for help designing an Aboriginal youth conference on suicide.   She has a great knack for asking these questions and has terrific ideas floating around in her blog.

Matt I don’t know, but he’s a great sparring partner on this podcast.

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Home, in so many ways

October 2, 2007 By Chris Corrigan Being

I’m back home after a long seven days of travelling to Alert Bay, Courtenay, Victoria, Seattle, Quinault and home again.   I have been doing some fun work with great people, but I’m pretty tired now, and resting here in the warm heart space of home and reflecting on how lucky I am to get to do what I do.   It brought to mind a quote from Aristotle that my mate Tim Merry has put into a recent Art of Hosting journal:

Where the needs of the world meet our passion and gifts, there lies our vocation.

I’m lucky to be home, in so many ways…

Thanks to my mates Kris Archie, David Stevenson, Sono Hashisaki, and the folks at the Quinault Indian Nation for a fascinating week.

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A podcast with Dave Pollard

October 2, 2007 By Chris Corrigan Art of Hosting, Being, Leadership, Learning, Open Space, Podcast, Unschooling 3 Comments

Last week Dave Pollard, author of How to Save the World interviewed me for his first podcast.   We had a lovely conversation about essential human capacities, Open Space, unschooling and leadership.   Head over to Dave’s quite excellent and prolific blog and have a listen.   You can also download the podcast here.
And thanks to Dave for inviting me in.

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