Luis Perez-Breva and Nick Fuhrer
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780262035354
- eISBN:
- 9780262336680
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262035354.003.0002
- Subject:
- Business and Management, Innovation
You can give any hunch the structure of a problem and make that problem tangible. Innovations are not prescribed, but rather emerge from what you do in the process of trying to understand and tame a ...
More
You can give any hunch the structure of a problem and make that problem tangible. Innovations are not prescribed, but rather emerge from what you do in the process of trying to understand and tame a real-world problem—that is, prototyping a problem. Get ready to be wrong, because a good solution can emerge from being wrong a lot and you need only be approximately right once. This process of prototyping a problem as an approach to innovation has several advantages: progress is about how much you learn about the problem; there are multiple strategies for making your problem tangible and getting to specific questions; and there is a demonstration possible of any problem at a scale that matches your current resources.Less
You can give any hunch the structure of a problem and make that problem tangible. Innovations are not prescribed, but rather emerge from what you do in the process of trying to understand and tame a real-world problem—that is, prototyping a problem. Get ready to be wrong, because a good solution can emerge from being wrong a lot and you need only be approximately right once. This process of prototyping a problem as an approach to innovation has several advantages: progress is about how much you learn about the problem; there are multiple strategies for making your problem tangible and getting to specific questions; and there is a demonstration possible of any problem at a scale that matches your current resources.
Jacqueline P. Leighton
- Published in print:
- 2017
- Published Online:
- February 2017
- ISBN:
- 9780199372904
- eISBN:
- 9780190661083
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199372904.003.0002
- Subject:
- Psychology, Social Psychology
The objective of the second chapter is to delve deeply into the theoretical and empirical distinction for think-aloud interviews. This chapter includes defining what think-aloud interviews are ...
More
The objective of the second chapter is to delve deeply into the theoretical and empirical distinction for think-aloud interviews. This chapter includes defining what think-aloud interviews are designed to measure—problem-solving processes and how these processes differ from other cognitive functions. The reader is introduced to distinctions between controlled versus automated processing in relation to problem solving, and identifying the specialized interview instructions and probing procedures required for think-aloud interviews; for example, concurrent interview probes. The chapter also presents the role of cognitive models for codifying verbal reports, ways to reduce bias or negative influences on the contents of verbal reports, task materials for eliciting reports, and human sample size considerations. Examples are used to illustrate concepts and ideas.Less
The objective of the second chapter is to delve deeply into the theoretical and empirical distinction for think-aloud interviews. This chapter includes defining what think-aloud interviews are designed to measure—problem-solving processes and how these processes differ from other cognitive functions. The reader is introduced to distinctions between controlled versus automated processing in relation to problem solving, and identifying the specialized interview instructions and probing procedures required for think-aloud interviews; for example, concurrent interview probes. The chapter also presents the role of cognitive models for codifying verbal reports, ways to reduce bias or negative influences on the contents of verbal reports, task materials for eliciting reports, and human sample size considerations. Examples are used to illustrate concepts and ideas.
Alex Russ and Marianne E. Krasny
Alex Russ and Marianne E. Krasny (eds)
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781501705823
- eISBN:
- 9781501712791
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501705823.003.0031
- Subject:
- Environmental Science, Environmental Studies
This chapter discusses five trends related to urban environmental education: City as Classroom, Problem Solving, Environmental Stewardship, Individual and Community Development, and City as ...
More
This chapter discusses five trends related to urban environmental education: City as Classroom, Problem Solving, Environmental Stewardship, Individual and Community Development, and City as Social-Ecological System. City as Classroom aims to facilitate learning about urban and other environments, ecology, science, geography, history, and other subjects using urban outdoor and indoor settings. Problem Solving aims to solve or mitigate environmental problems and related social problems. The goal of Environmental Stewardship is to foster community-based management of urban ecosystems, involve community members in decision making and action to improve urban natural resources. Individual and Community Development seeks to promote positive youth development and social capital. City as Social-Ecological System aims to develop an understanding of cities as social-ecological systems, and reimagine how to manage cities to achieve desired environmental and social outcomes. The chapter shows that urban environmental education contributes to urban sustainability by addressing social and environmental issues.Less
This chapter discusses five trends related to urban environmental education: City as Classroom, Problem Solving, Environmental Stewardship, Individual and Community Development, and City as Social-Ecological System. City as Classroom aims to facilitate learning about urban and other environments, ecology, science, geography, history, and other subjects using urban outdoor and indoor settings. Problem Solving aims to solve or mitigate environmental problems and related social problems. The goal of Environmental Stewardship is to foster community-based management of urban ecosystems, involve community members in decision making and action to improve urban natural resources. Individual and Community Development seeks to promote positive youth development and social capital. City as Social-Ecological System aims to develop an understanding of cities as social-ecological systems, and reimagine how to manage cities to achieve desired environmental and social outcomes. The chapter shows that urban environmental education contributes to urban sustainability by addressing social and environmental issues.
Luis Perez-Breva
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780262035354
- eISBN:
- 9780262336680
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262035354.001.0001
- Subject:
- Business and Management, Innovation
Society celebrates innovation after the fact. It is a revisionist exercise, and little is said about how to innovate. Aspiring innovators are told to get a big idea and a team and build a ...
More
Society celebrates innovation after the fact. It is a revisionist exercise, and little is said about how to innovate. Aspiring innovators are told to get a big idea and a team and build a show-and-tell for potential investors. But that conflates innovation, entrepreneurship, publicizing an idea, and fundraising; it does not clue aspiring innovators on how to begin. Innovating shows how actually to get started and innovate for impact and scale—a skill you can practice and master through learning. It is a doer’s approach for the explorers of our time, developed over a decade at MIT and internationally in workshops, classes, and companies. It shows innovating does not require an earth-shattering idea; indeed, no thing is new at the outset of what we only later celebrate as innovation. It takes only a hunch, and anyone can do it. By prototyping a problem and learning by being wrong, innovating can be scaled up to make an impact. The process is empirical, experimental, nonlinear, and incremental: give a hunch the structure of a problem; use anything as a part; accrue other people’s knowledge and skills in the course of innovating; systematize what is learned; advocate, communicate, scale up, manage innovating continuously, and document. Questions outlined in the book help innovators think in new ways. It is even possible to create a kit for innovating.Less
Society celebrates innovation after the fact. It is a revisionist exercise, and little is said about how to innovate. Aspiring innovators are told to get a big idea and a team and build a show-and-tell for potential investors. But that conflates innovation, entrepreneurship, publicizing an idea, and fundraising; it does not clue aspiring innovators on how to begin. Innovating shows how actually to get started and innovate for impact and scale—a skill you can practice and master through learning. It is a doer’s approach for the explorers of our time, developed over a decade at MIT and internationally in workshops, classes, and companies. It shows innovating does not require an earth-shattering idea; indeed, no thing is new at the outset of what we only later celebrate as innovation. It takes only a hunch, and anyone can do it. By prototyping a problem and learning by being wrong, innovating can be scaled up to make an impact. The process is empirical, experimental, nonlinear, and incremental: give a hunch the structure of a problem; use anything as a part; accrue other people’s knowledge and skills in the course of innovating; systematize what is learned; advocate, communicate, scale up, manage innovating continuously, and document. Questions outlined in the book help innovators think in new ways. It is even possible to create a kit for innovating.
Scott Ashmann, Felix Pohl, and Dave Barbier
Alex Russ and Marianne E. Krasny (eds)
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781501705823
- eISBN:
- 9781501712791
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501705823.003.0016
- Subject:
- Environmental Science, Environmental Studies
This chapter examines sustainable urban campuses and their impact on their students and local communities. It also considers elements of green infrastructure, learning, and community through the lens ...
More
This chapter examines sustainable urban campuses and their impact on their students and local communities. It also considers elements of green infrastructure, learning, and community through the lens of urban environmental education trends, namely: City as Classroom, Problem Solving, and Environmental Stewardship. After providing an overview of aspects of sustainable university campuses, the chapter discusses the ways that such campuses address urban sustainability related to infrastructure, teaching and learning, as well as connections to the community. It shows that the built environment and lifestyles are important for urban campuses, given their location in areas of highly concentrated buildings and dense human population. It argues that environmental education in cities can benefit from harnessing the power that lies within a university campus's academic, infrastructural, and community-related resources.Less
This chapter examines sustainable urban campuses and their impact on their students and local communities. It also considers elements of green infrastructure, learning, and community through the lens of urban environmental education trends, namely: City as Classroom, Problem Solving, and Environmental Stewardship. After providing an overview of aspects of sustainable university campuses, the chapter discusses the ways that such campuses address urban sustainability related to infrastructure, teaching and learning, as well as connections to the community. It shows that the built environment and lifestyles are important for urban campuses, given their location in areas of highly concentrated buildings and dense human population. It argues that environmental education in cities can benefit from harnessing the power that lies within a university campus's academic, infrastructural, and community-related resources.
Christine Quail
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9780199314706
- eISBN:
- 9780190619541
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199314706.003.0006
- Subject:
- Music, Popular
Combining elements of artistic performance with contest-based tasks and documentary-style narratives about the contestants, musical theater reality TV (MTRTV) features musical theater–based ...
More
Combining elements of artistic performance with contest-based tasks and documentary-style narratives about the contestants, musical theater reality TV (MTRTV) features musical theater–based television programs dedicated to casting musical theater shows. This chapter uses a cultural approach to genre to interrogate how MTRTV works through and against systems of cultural power and politics, as well as how the genre functions at discursive and political-economic levels, including labor. The analysis focuses on two MTRTV programs that aired in Canada on the CBC: How Do You Solve a Problem Like Maria and Over the Rainbow, both of which involved casting the leads for Toronto productions of live musicals—The Sound of Music and The Wizard of Oz, respectively. This chapter analyzes the adapted television formats, linking local and global television systems, and considers how this production technique impacts the theater.Less
Combining elements of artistic performance with contest-based tasks and documentary-style narratives about the contestants, musical theater reality TV (MTRTV) features musical theater–based television programs dedicated to casting musical theater shows. This chapter uses a cultural approach to genre to interrogate how MTRTV works through and against systems of cultural power and politics, as well as how the genre functions at discursive and political-economic levels, including labor. The analysis focuses on two MTRTV programs that aired in Canada on the CBC: How Do You Solve a Problem Like Maria and Over the Rainbow, both of which involved casting the leads for Toronto productions of live musicals—The Sound of Music and The Wizard of Oz, respectively. This chapter analyzes the adapted television formats, linking local and global television systems, and considers how this production technique impacts the theater.
Barbara Horberg Wimsatt
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780262019552
- eISBN:
- 9780262314787
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262019552.003.0017
- Subject:
- Biology, Evolutionary Biology / Genetics
Cognition is both developmentally and socially scaffolded. I focus on the social aspects of cognition, whose development occurs through a dynamic coordination and integration by individuals of social ...
More
Cognition is both developmentally and socially scaffolded. I focus on the social aspects of cognition, whose development occurs through a dynamic coordination and integration by individuals of social resources afforded or sought by them over time. In the often open-ended development of expertise, we see vital handholds, or encouragement by mentors and significant others, and footholds or foundational steps such as crucial decisions, commitment to a training program, access to salient information or other key resources. I consider the early scientific careers of Craig Venter and Charles Darwin, and the many ways in which they were scaffolded both emotively and cognitively. For Darwin, I focus mostly on the development of his theory through multifarious social interactions. This also shows the intertwining of career and intellectual development. Other cases I discuss of medical trainees suggest that that factors such as gender may affect availability of career resources.Less
Cognition is both developmentally and socially scaffolded. I focus on the social aspects of cognition, whose development occurs through a dynamic coordination and integration by individuals of social resources afforded or sought by them over time. In the often open-ended development of expertise, we see vital handholds, or encouragement by mentors and significant others, and footholds or foundational steps such as crucial decisions, commitment to a training program, access to salient information or other key resources. I consider the early scientific careers of Craig Venter and Charles Darwin, and the many ways in which they were scaffolded both emotively and cognitively. For Darwin, I focus mostly on the development of his theory through multifarious social interactions. This also shows the intertwining of career and intellectual development. Other cases I discuss of medical trainees suggest that that factors such as gender may affect availability of career resources.
Kevin H. Wozniak
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780195393583
- eISBN:
- 9780190603946
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195393583.003.0004
- Subject:
- Psychology, Developmental Psychology
In our first substantive chapter, we provide a comprehensive review of studies that have tested associations between indicators of intelligence (broadly construed to include executive functions and ...
More
In our first substantive chapter, we provide a comprehensive review of studies that have tested associations between indicators of intelligence (broadly construed to include executive functions and other cognitive measures) and physical aggression or violence. This includes studies of verbal ability, performance intelligence, and the PIQ > VIQ discrepancy. We found that there is much evidence indicating that violent offenders have greater intelligence and executive functioning deficits than nonviolent offenders do, and we were surprised to find that it is unclear whether intellectual deficits are associated with nonviolent-only offending at all. We conclude that measures of intelligence and executive functioning are differentially associated with violent behavior.Less
In our first substantive chapter, we provide a comprehensive review of studies that have tested associations between indicators of intelligence (broadly construed to include executive functions and other cognitive measures) and physical aggression or violence. This includes studies of verbal ability, performance intelligence, and the PIQ > VIQ discrepancy. We found that there is much evidence indicating that violent offenders have greater intelligence and executive functioning deficits than nonviolent offenders do, and we were surprised to find that it is unclear whether intellectual deficits are associated with nonviolent-only offending at all. We conclude that measures of intelligence and executive functioning are differentially associated with violent behavior.
Anthony Trewavas
- Published in print:
- 2014
- Published Online:
- November 2014
- ISBN:
- 9780199539543
- eISBN:
- 9780191788291
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199539543.003.0019
- Subject:
- Biology, Plant Sciences and Forestry
There is a common public perception that regards intelligence as limited to human beings, to do with language and success in mental tests of various kinds. This subjective view unfortunately clouds ...
More
There is a common public perception that regards intelligence as limited to human beings, to do with language and success in mental tests of various kinds. This subjective view unfortunately clouds the ability to see its biological base and enable a better understanding of what intelligent behaviour involves. Whereas today IQ tests are used with trivial problems to be solved, 50,000 years ago these problems involved survival and thus fitness. That is the real context of intelligent behaviour and concerns all organisms other than humans who live in wild circumstances. Intelligent human behaviour has been broadened into multiple intelligences ranging from physical to logico-mathematical intelligence. This radical view has implications for human evolution particularly notions of group evolution. A suggestion of physical intelligence removes the common view of intelligence as supposedly always intellectual in character. The capacity for problem solving, as a descriptor of intelligence, is suggested by several authors as the most common descriptor of intelligence given by numerous qualified psychologists and is considered to be present throughout the living world. Other definitions of intelligence can be summarised as the ability to succeed in achieving biological goals in variable environments; that is, adaptation. Further psychological discussion makes clear the relation between adaptation and intelligence. It has been argued cogently that species be regarded as intelligent. Intelligence in this case, is then a holistic, emergent quality of populations and species as it is for individuals.Less
There is a common public perception that regards intelligence as limited to human beings, to do with language and success in mental tests of various kinds. This subjective view unfortunately clouds the ability to see its biological base and enable a better understanding of what intelligent behaviour involves. Whereas today IQ tests are used with trivial problems to be solved, 50,000 years ago these problems involved survival and thus fitness. That is the real context of intelligent behaviour and concerns all organisms other than humans who live in wild circumstances. Intelligent human behaviour has been broadened into multiple intelligences ranging from physical to logico-mathematical intelligence. This radical view has implications for human evolution particularly notions of group evolution. A suggestion of physical intelligence removes the common view of intelligence as supposedly always intellectual in character. The capacity for problem solving, as a descriptor of intelligence, is suggested by several authors as the most common descriptor of intelligence given by numerous qualified psychologists and is considered to be present throughout the living world. Other definitions of intelligence can be summarised as the ability to succeed in achieving biological goals in variable environments; that is, adaptation. Further psychological discussion makes clear the relation between adaptation and intelligence. It has been argued cogently that species be regarded as intelligent. Intelligence in this case, is then a holistic, emergent quality of populations and species as it is for individuals.
Jeralyn Faris
- Published in print:
- 2013
- Published Online:
- April 2017
- ISBN:
- 9780252037702
- eISBN:
- 9780252094965
- Item type:
- chapter
- Publisher:
- University of Illinois Press
- DOI:
- 10.5406/illinois/9780252037702.003.0006
- Subject:
- Sociology, Law, Crime and Deviance
This chapter demonstrates how a reentry court in West Lafayette enables former prisoners to build new lives and stay out of trouble by supporting them with a team of legal specialists, social ...
More
This chapter demonstrates how a reentry court in West Lafayette enables former prisoners to build new lives and stay out of trouble by supporting them with a team of legal specialists, social workers, health and job counselors, and other staff. While reentry is a part of the criminal-justice system and “doing time,” a reentry Problem Solving Court (PSC) is also an effort to reform the prison-industrial society. The chapter studies the deep power structures whereby the reentry court shapes ex-prisoners' experiences and navigation of court boundaries and surveillance as they become both disciplined and agentic in their path to becoming contributing citizens. It argues that the PSC demonstrates Michel Foucault's art of governing by creating a “subtle integration” of coercion and agency via its communicative organization.Less
This chapter demonstrates how a reentry court in West Lafayette enables former prisoners to build new lives and stay out of trouble by supporting them with a team of legal specialists, social workers, health and job counselors, and other staff. While reentry is a part of the criminal-justice system and “doing time,” a reentry Problem Solving Court (PSC) is also an effort to reform the prison-industrial society. The chapter studies the deep power structures whereby the reentry court shapes ex-prisoners' experiences and navigation of court boundaries and surveillance as they become both disciplined and agentic in their path to becoming contributing citizens. It argues that the PSC demonstrates Michel Foucault's art of governing by creating a “subtle integration” of coercion and agency via its communicative organization.
Olivia Newman
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780262028790
- eISBN:
- 9780262327558
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262028790.003.0005
- Subject:
- Political Science, Political Theory
This chapter suggests that students are most likely to acquire a dispositional commitment to public reason when they have opportunities to think about, talk about, and collectively tackle ...
More
This chapter suggests that students are most likely to acquire a dispositional commitment to public reason when they have opportunities to think about, talk about, and collectively tackle controversial collective problems, in the context of at least some ideological diversity. This chapter considers a number of educational practices that might offer such opportunities, ranging from open classroom discussion of current affairs to efforts to involve students in municipal governance. The pedagogy of public reason is flexible and open to innovation in the field; there are many ways to satisfy its imperatives, which suggests that the pedagogy of public reason is scalable. These claims are substantiated through a survey of literature on civic education and its efficacy, paying special attention to how a dispositional commitment to public reason might carry from school to polity without steamrolling other and possibly contending commitments in other domains.Less
This chapter suggests that students are most likely to acquire a dispositional commitment to public reason when they have opportunities to think about, talk about, and collectively tackle controversial collective problems, in the context of at least some ideological diversity. This chapter considers a number of educational practices that might offer such opportunities, ranging from open classroom discussion of current affairs to efforts to involve students in municipal governance. The pedagogy of public reason is flexible and open to innovation in the field; there are many ways to satisfy its imperatives, which suggests that the pedagogy of public reason is scalable. These claims are substantiated through a survey of literature on civic education and its efficacy, paying special attention to how a dispositional commitment to public reason might carry from school to polity without steamrolling other and possibly contending commitments in other domains.
Todd Berliner
- Published in print:
- 2017
- Published Online:
- April 2017
- ISBN:
- 9780190658748
- eISBN:
- 9780190658786
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190658748.003.0004
- Subject:
- Literature, Film, Media, and Cultural Studies, Criticism/Theory
Chapter 4 illustrates the theory of narration presented in the previous chapter, offering an extended analysis of an unusual narrative pattern in Red River, which violates Hollywood’s cardinal rules ...
More
Chapter 4 illustrates the theory of narration presented in the previous chapter, offering an extended analysis of an unusual narrative pattern in Red River, which violates Hollywood’s cardinal rules regarding narrative unity, probability, causality, and story logic. Disunity in this classical Hollywood narrative adds variety to our filmgoing experience; stimulates our imagination, curiosity, and creative problem-solving processes; and liberates our thinking from the burdens and limitations of good sense.Less
Chapter 4 illustrates the theory of narration presented in the previous chapter, offering an extended analysis of an unusual narrative pattern in Red River, which violates Hollywood’s cardinal rules regarding narrative unity, probability, causality, and story logic. Disunity in this classical Hollywood narrative adds variety to our filmgoing experience; stimulates our imagination, curiosity, and creative problem-solving processes; and liberates our thinking from the burdens and limitations of good sense.
