Educating Professionals to Think Critically and Creatively: Using Fiction to Teach in Professional Studies

Gouthro, Patricia A.

doi:10.1007/978-3-030-17693-8_9

Cited by 4 publications

(5 citation statements)

References 29 publications

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“…Berpikir kreatif adalah kemampuan untuk mengeksplorasi sebuah gagasan pemecahan masalah (Hong, 2014;Jhonson, 2015;Munandar, 2014). Berpikir kreatif kemampuan siswa untuk menemukan gagasan baru untuk menyelesaikan permasalahan yang dihadapi (Sa'dijah, 2013;Gouthro, 2019). Kemampuan berpikir kreatif selain memperdalam kemampuan belajar, juga berguna untuk menyelesaiakn permasalahan yang dihadapi siswa sehari-hari (Jhonson, 2015).…”

Section: Pendahuluanunclassified

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Pambudi¹

2021

Riset_Konseptual

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Siswa di Indonesia memiliki kemampuan berpikir kreatif yang rendah. Data berfikir kreatif siswa di Indonesia yang rendah diketahui dari berbagai survei yang dilakukan. Hasil survei TIMMS menunjukan 2% siswa mampu menyelesaikan soal dengan kesulitan menengah sampai tinggi dan data PISA menunjukan berpikir kreatif siswa pada urutan 64 dari 65 negara. Gaya berpikir suatu keterampilan yang dimiliki setiap siswa yang melibatkan otak kiri dan kanan. Model PBS dapat menjadi alternatif untuk kegiatan belajar mengajar. Tujuan penelitian untuk mengetahui penggaruh model PBS terhadap berpikir kreatif dalam prespektif gaya berpikir. Metode peneitian yang digunakan yaitu eksperimen semu dengan desain 2x2 factorial group design. Subjek penelitian adalah siswa XI IPS A dan XI IPS B MA Miftahul Huda Kandat. Model PBS berpengaruh terhadap berpikir kreatif dengan nilai siginifikasi sebesar 0,000 < 0.05. Model PBS tidak berpengaruh terhadap berpikir kreatif dalam prespektif gaya berpikir siswa dengan nilai signifikasi adalah 0,881 > 0.05.

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Section: Pendahuluanunclassified

“…Pemikiran bersama-sama dengan kelmpok akan memenculkan berbagai gagasan sehingga memunculkan ide-ide yang kreatif dan original. Ide-ide baru muncul dari proses siswa selama mengikuti pembelajaran untuk memecahkan masalah (Sa'dijah, 2013;Gouthro, 2019).…”

Section: ) Penggaruh Model Pbs Terhadap Kemampuan Berpikir Kreatifunclassified

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Pambudi¹

2021

Riset_Konseptual

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“…where the focus is often more on non-fiction that favors a technical-rational approach for learning (Gouthro, 2019). Non-fiction texts like the works of Stephen Covey or Amy Edmonson's (2019) The Fearless Organization are more likely associated with reading in the workplace because they explicitly aim to inform managers' practice (Czarniawska and Rhodes, 2006; Kociatkiewicz and Kostera, 2016), but more creative nonfiction such as Ibram Kendi's How to be an Antiracist (2019) or Tara Westover's (2018) memoir, Educated, are finding their way into management learning environments, too.…”

mentioning

confidence: 99%

“…These groups are characterized in extant literature by the freedom of choice they afford members to participate and choose a text, as well as their diversity and generally egalitarian process of dialogue (Álvarez-Álvarez, 2016). Book clubs take place in myriad locations (Peplow et al, 2015), even the workplace (Alsop, 2015), where the focus is often more on non-fiction that favors a technical-rational approach for learning (Gouthro, 2019). Non-fiction texts like the works of Stephen Covey or Amy Edmonson’s (2019) The Fearless Organization are more likely associated with reading in the workplace because they explicitly aim to inform managers’ practice (Czarniawska and Rhodes, 2006; Kociatkiewicz and Kostera, 2016), but more creative nonfiction such as Ibram Kendi’s How to be an Antiracist (2019) or Tara Westover’s (2018) memoir, Educated , are finding their way into management learning environments, too.…”

mentioning

confidence: 99%

“…Despite the potential of fiction to facilitate learning in organizational settings (Gouthro, 2019) it is less common to find groups reading fiction together in organizations, as it serves a decidedly different role from traditional business texts. Book clubs that employ fiction are encouraging members to ask “what it means to be human” (Starkey et al, 2019: 596).…”

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confidence: 99%

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Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations

Grenier

Callahan

Kaeppel

et al. 2021

Management Learning

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Book clubs are a well-known form of social engagement and are beneficial for those who take part, yet book clubs are not fully realized within management as a site for learning. This is unfortunate because book clubs that read fiction can foster social processes and help employees in search of more critical and emancipatory forms of learning. We theoretically synthesize the literature to advance current thinking with regard to book clubs as critical public pedagogy in organizations. We begin by introducing book clubs as non-formal adult learning. Then, book clubs that employ fiction as a cultural artifact are presented as a way for members to build relationships, learn together, and to engage in cultural change work. Next, the traditional notions of book clubs are made pedagogically complex through the lens of critical public pedagogy. Finally, we offer two implications: (1) as public pedagogy, book clubs can act as an alternative to traditional learning structures in organizations; and (2) book clubs, when valued as public pedagogy, can be fostered by those in management learning and HRD for consciousness raising and challenging existing mental models in their organizations.

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Teaching parenting in a pandemic: social and pedagogical discourses

Aarsand

Jarvis

2023

International Journal of Lifelong Education

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Educating Professionals to Think Critically and Creatively: Using Fiction to Teach in Professional Studies

Cited by 4 publications

References 29 publications

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Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations

Teaching parenting in a pandemic: social and pedagogical discourses

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