Learning to sit with uncertainties when the way ahead is not immediately clear emerged as an important theme in my recently published book Teaching for Complex Systems Thinking. I have continued to explore this specific challenge via a blog series, with this as the fourth post.
Authored by Kaihautū Rangahau | Chief Researcher Rosemary Hipkins.
Authored by Kaihautū Rangahau | Chief Researcher Rosemary Hipkins.
This is the third post in a series exploring the challenges of sitting with uncertainty when responding to complex challenges. This focus on uncertainty emerged as unfinished business from my recent book Teaching for Complex Systems Thinking. My context is teaching and learning at the school level, but many of the ideas apply more widely.
Authored by Kaihautū Rangahau | Chief Researcher Rosemary Hipkins.
This is the third post in a series exploring the challenges of sitting with uncertainty when responding to complex challenges. This focus on uncertainty emerged as unfinished business from my recent book Teaching for Complex Systems Thinking. My context is teaching and learning at the school level, but many of the ideas apply more widely.
When I wrote the first blog post in this series about uncertainty, I had students in mind. I set out to explore the challenge of helping students learn to “be” in uncertainty, given the volatile, complex, uncertain, ambiguous (VUCA) times we are living through. What emerged, however, was a clear signal that supporting teachers to be more comfortable with uncertainty might be a useful starting point for fostering learning experiences that support students to sit with uncertainty, and to know that’s is OK to do so. This second post develops that proposition.
Authored by Kaihautū Rangahau | Chief Researcher Rosemary Hipkins
Here's an opinion piece by one of our Senior Researchers Dr Mohamed Alansari entitled ‘In defence of the future’. The piece is motivated by but not a response to ‘In defence of science’ and opines about the importance of the nation reflecting on free speech and thought leadership in relation to schooling.
A letter signed by seven University of Auckland Professors/Professors Emeritus, published in the New Zealand Listener on July 23rd has gained strong attention from educators, scientists, politicians, and the public.
