CCReflect

re: the psychologist Jonathan Haidt: In Haidt's view, the philosophers' dream of reason isn't just naïve, it is radically unfounded, the product of what he calls "the rationalist delusion." As he puts it, "Anyone who values truth should stop worshiping reason. We all need to take a cold, hard look at the evidence and see reasoning for what it is." Haidt sees two points about reasoning to be particularly important: the first concerns the efficacy (or lack thereof) of reasoning; the second concerns the point of doing so publicly: of exchanging reasons.

evidence of a general collective intelligence factor that explains a group's performance on a wide variety of tasks. This "c factor" is not strongly correlated with the average or maximum individual intelligence of group members but is correlated with the average social sensitivity of group members, the equality in distribution of conversational turn-taking, and the proportion of females in the group.

touchstone for design/review of personal & professional development programs? http://www.couragerenewal.org/images/stories/pdfs/SummaryReportCOTEval_Jan08.pdf

The tools are these: 1) finding the right question; 2) enhancing observation; 3) using analogies; 4) juggling induction and deduction; 5) changing your point of view; 6) broadening the perspective; 7) dissecting the problem; 8) leveraging serendipity and reversal; 9) reorganization and combination of ideas; 10) getting the most out of groups; and 11) breaking out of habitual expectations and frames.

makes use of meditation begins from "psychological and ethical profile of a representative sample of" the organization

Metacognition is defined as "cognition about cognition", or "knowing about knowing." 'It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving.'

"Joe Griffin explains why dreaming and forgetting our dreams, fulfils a vital human need." 'dreaming is predominantly about bringing down emotional arousal and removing failed expectations and forgetting them="the elimination of emotional expectations theory".'

"Innovative thinking: Can you be taught?: Roberta B. Ness" (using examples from her field of epidemiology & health)

one crucial difference between IQ and CQ [creativity quotient] scores. With intelligence, there is a phenomenon called the Flynn effect-each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.

Finish Agent is used by coaching organizations, such as the National Center for Faculty Development & Diversity. Putting aside the plug for making money, this promo video presents a structure for peer supported, self-monitoring productivity.

"In 55% of commercial banking services in our sample, user firms developed and self-provided computerized versions of the services earlier than banks offered them."

" The SusHouse methodology is in essence a combination of creativity workshops and scenario building together with stakeholders. The methodology has been inspired to a large extend by the methodology developed in the Sustainable Technological Development (STD) Programme of the Netherlands (1992-1997), and in this Programme by the project Sustainable Washing. An important element of the methodology is called 'Back-casting' (think backwards from a desirable or unavoidable future situation). Like in the STD Programme the premise of the project is that in the long term (50 years) a drastic reduction of environmental burden is necessary (factor 20). This reduction will not be reached by just incremental technological innovations. More drastic technological as well as socio-cultural and organisational changes will be necessary. The hypothesis in the project is that there are interesting opportunities for instance in the concepts of sharing, leasing and service-products. The project consists of the following steps: 1. Investigation of functions in countries (Jan 98-Aug 98) 2. Expert interviews and stakeholder enrolling (Jan 98 - Dec 98) 3. Creativity and backcasting workshops with experts and stakeholders (Nov 98-Jan 99) 4. Scenario-building (Jan 99 - Feb 99) 5. Assessment of the scenario's (Feb 99 - Sep 99) 6. Follow Up workshops with experts and stakeholders (Oct 99 - Dec 99) 7. Reporting and spinn-off (Jan 2000 - June 2000) The scenario assessments are threefold: 1. Analysis of environmental gains and impacts (contact information) 2. Assessment of economic consequences and viability (contact information) 3. Assessment of consumer acceptance (contact information) Each of the three SusHouse household functions (Shopping, Cooking and Eating; Clothing Care; Shelter) is being researched in three countries: SCE Clothing Care Shelter Italy X X UK X X Netherlands X X Hungary X Germany X X

"[H]ow can race simultaneously be an irrelevance and an obsession? Unsurprisingly, [colorblindness is] rapidly cured in neighborhood selection, school choice and intimate relations..."

HSD tools help you cope with those patterns when: Resources are tight and demand is high Your old tools and techniques fall short Players are many, diverse, or constantly changing Culture and/or organizational habits are obsolete Too much or too little control makes people crazy There are so many moving parts you don't know where to start

please post to http://groups.diigo.com/group/ccreflect from now on & refer back to http://groups.diigo.com/group/cctnetwork for posts before 14 April '12

see section on "dunbar's number and beyond" "More than 60 per cent of our social time is devoted to our five closest friends, with decreasing amounts given over to those in the layers beyond"

You can edit this (but would you want to get involved?)

This organization based in Arlington, MA, has launched a National Institute for Student-Centered Education.

Agile Learning as part of a Self-Organised Learning Wiki

1. make time & space 2. forum for reflection on topic at hand 3. challenge assumptions at play 4. self-disclosure 5. analysis of moral implications of action