The Challenge of Beginning

Hargrove, Ryan A.; Rice, Art

doi:10.1111/jade.12027

Cited by 11 publications

(4 citation statements)

References 24 publications

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“…Three well-reasoned benefits were raised by the STs concerning the course importance and its contribution to the teacher education program, which are in line with the theoretical concept of the benefits of divergent thinking [4,5]. First, the STs noted that, through their own learning process, which began with strong resistance and ended with openness, they probably achieved two benefits simultaneously: They improved their ability to think openly, and they increased their confidence in their ability to understand resistance and find ways to lessen or diminish it, while learning how to openly listen to their friends.…”

Section: Discussionmentioning

confidence: 68%

“…According to Hargrove and Rice [4], divergent thinking strengthens learning and incorporates a variety of abilities, such as generating many new and different ideas in a situation, which are relatively free of restrictions, reconstructing a problem or situation, allowing for and encouraging in-depth investigation, and recognizing that a problem can be viewed from multiple perspectives. Barak and Levenberg [5] generated a model that indicated three main themes that underlie flexible thinking in education: open-mindedness to others' ideas, adapting to changes in learning situations, and accepting new or changing learning technologies.…”

Section: Introductionmentioning

confidence: 99%

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Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Zach

Ophir

2020

Sustainability

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Purpose: This study examined the influence of simulation on flexible and reflective thinking in student teachers (STs), and appraised how they evaluate its potential contribution to teacher education programs. Method: Twenty-three Israeli physical education STs participated in a simulation course. They planned teaching-learning conflict scenarios, and served as actors or volunteers in these scenarios, which were filmed and discussed. Discussions were videotaped and transcribed. Content analyses were conducted on the discussions and the written reflections. Results: STs not only increased their flexible and reflective thinking, but they gained an understanding of how to do it independently. As they were learning how to be more open-minded, they were able to feel, think, and behave authentically, and to offer a variety of solutions regarding conflictual situations. Conclusion: STs developed flexible and reflective thinking, and widened their repertoire of behaviors that succeeded in integrating thoughts and feelings into learning-teaching situations.

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Section: Discussionmentioning

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Zach

Ophir

2020

Sustainability

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“…The new viewpoints are then shared with the group so that the participants can instruct and learn from one another. Hargrove and Rice (2015) emphasize that divergent thinking supports learning and incorporates a range of skills, including the ability to produce numerous novel and distinct ideas in a situation that are largely unrestricted and promote in-depth investigation and understand of a problem that can be viewed from multiple perspectives.…”

Section: Madrasah Systemmentioning

confidence: 99%

A Critical Discourse on Divergent System of Education: Evaluating Youth Engagements for a Secure Pakistan

Khan,

Siddiqua,

Khan

et al. 2023

AESSR

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This study investigated the divergent system of education in Pakistan with a special focus on evaluating youth engagement contributing to a secure Pakistan. Youth engagement activities were explored with respect to economic, social, and political context. The study adopted a descriptive strategy following a qualitative approach. Nine participants from government institutions, private institutions and madrasahs were selected using convenient sampling technique for data collection. Interviews with structured questions were designed to apply the thematic analysis. The findings show that a small segment of private schools understand its significance and engage their students in activities that facilitate them to understand the concepts such as entrepreneurship, business engagements, small and large-scale businesses, and ideas related to such business domain. It was found that only a few public schools responded to promote leadership skills in their respective schools through various classroom practices and school activities. The respondents of madrasahs perceive political engagement of youth by affiliating themselves with a political party. The findings show a mixed response to the political engagement of youth. However, the realization of its significance in the current times has been found among all respondents. In accordance with the social engagement of youth, there seems to be a proper system in place for fostering social skills amongst the students in private schools.

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“…Metacognition is the "scaffolding" upon which I built my research. (Hargrove & Rice, 2015 Figure A -8). So many interesting riches!…”

Section: Methodsmentioning

confidence: 99%

Artist Teacher

Wolfe¹

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Over the years, I have realized it is not enough to work with hammering heart, hands clasped to your breast (which only makes your ribs ache), your whole body tense. This can only exhaust the artist, but not his task. The horse carries the rider quickly and sturdily. The rider, however, guides the horse. The artist's talent carries him to great heights quickly and sturdily. The artist, however, guides his talent. This is the 'conscious,' the 'calculated' element in one's work,. .. The artist must know his gifts through and through (p. 370). Rothko (Lopez-Remiro, 2006) writes in The Ideal Teacher, "Art must be to him a language of lucid speech inducing the understanding and exaltation which art properly inspires. It is the artist teacher who has fulfilled that role with the most frequent success" (p.22). When Joseph Beuys (1990) was asked if teaching was an important function, he responded, It's my most important function. To be a teacher is my greatest work of art. The rest is the waste product, a demonstration.. . I want to get to the origin of matter, to the thought behind it. Thought, speech, communication-and not only in the socialist sense of the word-are all expressions of the free human being (p. 85). And still today contemporary artists reflect on their process and teaching, Linda Sikora, Mark Mitsuda & Therman Statom all discuss being an artist teacher in the PBS documentary Craft in America: Teachers (2016), Linda Sikora (2016) states, "Personally I don't have the energy to teach if I'm not in my studio. In fact, being in the studio inspires my teaching, the teaching inspires being in the studio." The artists confirmed that there is a cyclical nature to making art and teaching, they feed each other. Mark Mitsuda (2016) talks about the way you understand the medium more in depth when you have to teach it. Teaching is a different way of understanding art making than just the intuitive way that you use it in your own artwork.

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The Challenge of Beginning

Cited by 11 publications

References 24 publications

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

A Critical Discourse on Divergent System of Education: Evaluating Youth Engagements for a Secure Pakistan

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