Explains meaning and use of cooperative thinking in classroom, in development of education, in educators' professional and life-long learning. Two schools (conflict-directed and co-operation based) of co-thinking. Some methods of group-processes, analyse and recommendation-building, incl. configurator-method.

1. Co-operative (collective) thinking -
technology or/and art in education,
CPD, LLL and research
Ene-Silvia Sarv
Tallinn, Estonia
2023

2. Name Ene-Silvia Sarv
Expert of education; Estonian Forum of Education
Retired, former ass. Professor/lecturer, researcher, Tallinn
University, Estonia
Contact,
e-homes
enesilviasarv@gmail.com, enesilvia.sarv@mail.ee
Scribd: http://www.scribd.com/ene_silvias
Slideshare: http://www.slideshare.net/EneSilviaSarv
Moodle,
Areas of
competence
Philosophy and science of edcation - lecturer, researcher (typology of Estonian schools and
teachers, school as learning organisation, school climate, teacher education and CPD,
future studies, school-physics, curruculum, research methodology etc). E-learning and
teaching. Theory and practice of collective thiking technlcs, use in education. Alternative
pedagogies, esp waldorf-pedagogy.
Other
information
Teacher of physics (1965 ...); teacher education, CPD, curriculum development (high school, university)
since 1980; ed. research since 1987; university lecturer since 1981; school inspector, supervisor etc.
CPD - Emerson College (UK) 1991-1992, etc.
Organisation and content development: Estonian school-physics movement ancl development of
programme, textbooks, CPD programmes 1987-1990; International courses on Humanist Pedagogy
“The Threshold” 1992-2002; co-convenor and convenor EERA NW1 (Teacher CPD, learning for schools
and leaders) since 2006.
Monographs (in Estonian): On democracy and humanism for teachers (1997), Estonian school as seen
by teachers (2008), etc.; more than 100 articles (scientifc), ca 30 supervised MA thesises, ca 20 e-
courses, editor of 3 international books.

3. A couple of notes to begin with
• In Estonia, the current success in education (incl. top 10 in PISA) is a result of longterm
systemic work on
• taking up sings of new knowledge (research) in the world
• cooperation on different levels,
• curriculum development,
• teacher initial education and continuing professional learning,
• preparation of futures scenarios of national and educational development.
• The concepts of “teacher education”, “Lifelong learning” (LLL), “qualification”
underline engagement into curriculum development, research, reflective practice, cultural
aspects.
• Teacher professionalism includes also self-development, ethics and social skills (incl co-
operation).
• The pandemic period appeared to be a good accelerator of processes and models, leading
to develop pervasive practices, whose impact is already visible in Estonian schools.

4. On Content
• Co-operative thinking /co-thinking (CoT)
• Co-thinking (CoT) – some remarcs on theory and development
• CoT as technic/technology
• CoT as an art
• Use of CoT
• Analysis
• Implication-practices
• Enrichment (AI, follow-up activities, etc)
Perspectives

5. E-S Sarv 2023 5
CoT => Renewal of Estonian education from 1987
onwards - development in a situation of constant change
Characteristic of the process, the era:
Entrepreneurship and enthusiasm
Adoption and adaptation thanks to
- broad knowledge and experience
- ability and desire to learn
- creativity
- methods, incl :
grassroot participation (thanks to the semiconducted work of teams, groups)
collaboration between power and enthusiasts
empowerment of teachers
knowledge-creation
At the same time:
a number of mental models, ways of doing things rooted in everyday consciousness, traditions and rules in
society prevent innovations and changes.

6. E-S Sarv 2023 6
1987-88 versus 2023

7. Professional learning/development
Individual
books, WWW
Activities
- In formal school work
- In “hobby”education
(groups of interest in school,
interest-schools etc
(incl together with students)
Collaborative
Methods of collaboration
Group-work methods
…
Participative
reseach and
reflection
E-S Sarv 2023 7

8. Co-thinking – some remarcs on theory and
development
Knowledge monopoly
20-21 century
– from professors-academics-teachers-books to media, groups
21 century : loss of knowledge monopoly, loss of trust
- CoThinking in/of groups
- AI, ChatGPT
- combination, interaction of groups, individuals, AI, …

9. CoT as technic/technology
The most technological CoThinking method developed by the school of G
Schtcedrovitsky since 1960ies.
• “conflict” – technology: New ideas and solutions are born when the
personal beliefs of the participants are brought to "contradiction,
conflict with oneself" - "negative dialectics”
• The entire activity of the game-leader and the group's game technicians:
- highlighting contradictions, sharpening them and noting new ideas,
fixing them
Estonian technology -
• Positive dialectic – mutual enrichment, creation of new knowledge
based on awareness and combination of differences in knowledge fields

10. CoT as an art
• The process of thinking together, both in groups and as interaction
between groups, requires flexibility
• - "grabbing" unforeseen situations and ideas,
• - in perceiving, amplifying, visualizing their potential,
• - when achieving a meta-level view,
• - interpretation-"translation" of visualizations, etc.
• Thought technology is not enough for the above!
The most difficult part of CoT is getting, analysing and meta-level
summaries of group work, presentations. The Configurator

11. Configurator – methodology of CoT analysis
The most difficult part of CoT is getting, analysing and meta-level
summaries of group work, presentations.
Thinking Bees group Talgujad (Est) have developed a configurator
analysis technique/technology/method.
1982 – levels/steps of content-understanding (V. Ruttas) – material,
content, form
2011 – steps/degrees of substantive understanding
2022/23 - design of configurators, directed configurators for versatile
description, analysis, understanding of systems

12. 1982
Steps/degrees of substantive understanding
World
….
Organisation
…
Material

13. EPOHHAALSED-
PARADIGMALISED
IDEEDE
ISE-
ARENGU
ASTMED
I
EPOHI/PARADIGMA
MÕISTMISASTMED:
Mehhanitsistlik
determinism
XIX sajand
(klassikaline
ratsionaalsus)
II
EPOHI/PARADIGMA
MÕISTMISASTMED:
Iseregulatsioon
XX sajand
(mitteklassikaline
ratsionaalsus)
III
EPOHI/PARADIGMA
MÕISTMISASTMED:
Orgaaniline
harmoonia.
XXI sajand
(postmitteklassika-
line ratsionaalsus)
IDEE TAGASI-
PÖÖRDUNUNA OMA
TEISITIOLEMISEST
KOKKUHOID
(optimeerimine)
Vahendite piiratus
KOKKUMÄNG
(dünaamiline tasakaal)
Inimesed omavahel.
Väärtused. Kõlbelisus.
KOKKUKÕLAMINE
(AUTOPOIESIS)
Inimkond looduses-
loodusega.
Võimekusehüpe.
Vabanemine.
IDEE OMA
TEISITIOLEMISES
FUNKTSIONAALSUS
UUENDUSLIKKUS
(tegevuslik)
RESONEERUVUS ,
HAAKUVUS, SIDUSUS
(omavõnkesagedustega
Universumis)
IDEE ISEENESES
MÄÄRATLETUS
(kvalitatiiv-
kvantitatiivne)
Ruumiline. Aeg on
igavene
KESTLIKKUS
(ajaline määratletus)
Protsessuaalsus
MUUTLIKKUS
(DÜNAMISM)
(Rütm, tempo, pulss,
dünaamika)
https://www.scribd.com/doc/124537978/SISULISE-MOISTMISE-ASTMED-HEGELIAANLIKES-RISTPRISMADES
Märdimetsa II töö- ja mõttetalgud 14.mail 2011
2011
A complex approach - the cross prism of aspects
as a configurator
Hegelian cross prism

14. 21st century
Transition from natural science and social engineering approaches,
(consistently pursued by Shchedrovitsky, Russia) to humanitarian and,
so to speak, “participatory” approaches
Participatory approaches
- controlled impact of interested parties, controlled participation
…..
- participants as creators - those who are influenced and those who
influence belong to the same social reality.

15. Ene-Silvia Sarv, 2006 1
5
Groupings. Teacher. Age difference <30 / 60+
“Branchy"
young versus
harmonious
experienced
teacher
Teacher’s mental
model

16. Ene-Silvia Sarv, 2006 1
6
Groupings – pedagogical rank (novice –teacher -
senior-teacher – master on methods)
”Branchy"
novice versus
harmonious
“mean” and
senior teacher
Teacher’s mental
model

17. Use of CoT – Why CoT
To work with complex systems (teachers communities, school lesson
physics problems, …. , social development scenarios) is necessary
the interaction of different knowledge and competences,
which is offered by Co-Thinking, different Co-Thinking groups and methods.
To enrich teacher’s knowledge, develop mental models – CoT & groupwork
are the most effective means.
Working in groups, thinking together, positive dialectics cultivates mutual
respect, striving for mutually beneficial solutions.
In this way, it supports common mental and emotional well-being from
kindergarten onwards.

18. Example. School-development (2020 – 2035) workshops –
based on group work process - CoT (photos - Pärnu Adult high
school 2019)
E-S Sarv 2023 18

19. Controversies
• Rhetorics sounds “right” <--> deeds might be quite opposite
• E-environmental diversities, freedom, multi-sources <--> organisation
of knowledge into systems of knowledge (need for new qualities of
personal knowledge management)
• “Decentralised centralisation” in education, incl a great part of CPD
• Norming (official and hidden) <--> research and knowledge based
development, dynamic
• Acnowledged need for research and monitoring of CPD etc <-->
increasing lack of finances
• Professional frames (EU, Nation, Local, cultural) <--> practices,
learning environments, excpectations (teachers/parents/pupils,
society)

20. Organized thinking activities in teacher education and CPD,
in classroom.
In Western countries
• Brain-storming 1930 A.Osborne
• Think tanks 1945
• Open space - H.Owen 1985
• Edward de Bono
“6 thinking-hats” 1986
• Palo Alto Foresight Institute
1986
• WorldCafe 1995, etc.
Russia Estonia
• Organisational development bees
(ODB, OДИ - Systems thinking activity
games) G.Štšedrovitski 1979
• Estonian form of ODB 1982
• Rotator and other short forms 1982
• Longitudtional ODB 1979>1987-1989
• Tsyclotron 2005 (Virtual, Internet)
• Internet-based ODB 2009
• Virtual Open Development Space
2012
(EURA-experience 2009-2012 and
onwards)

21. E-S Sarv, 2023 21
Vision and Strategy Estonian Education and society 2035
- individual unhindered learning-trajectors and an open
learning spaces /evironments (for institutional and unformal
education and lifelong learning)
Multi-environments, combination of: face-to-face, co-
operative, virtual, research, ... etc.
Integrated, symbiotic, holistic methodology of learning-
teaching (interactive integrated methodology, lecture is
“out”).

22. Thank You
and
be happy in Your work with Your students,
colleagues, all humanity and our Earth!

23. References
Linda Evans. What is teacher development, and how is it achieved? Ontological
and processual models. Paper presented at ECER 2008, University of Gothenburg, within
the symposium: Issues in European teacher development: linking theory and practice
(School of Education, University of Leeds, UK)
Sara Bubb, Peter Earley. From self-evaluation to school improvement: the
importance of effective staff development. ECER 2008. (Institute of Education,
University of London)
www.cfbt.com/evidenceforeducation/pdf/Self-evaluationReport_v4(W).pdf
Viive-Riina Ruus, Ene-Silvia Sarv. Educators CPD –
Dilemmas and Challenges. EERA, Cadiz, 2012. (Tallinn University, Estonia)
E-S Sarv, 2020 23

24. Based on
O. Aarna, Haridusstrateegiline protsess Eestis ja Eesti Haridusfoorum [Strategic process of Education in Estonia and the Estonia’s Forum of Education], RiTo
[The Journal of the Estonian Parliament], 2005 no 11, pp. 33–40.
https://rito.riigikogu.ee/eelmised-numbrid/nr-11/haridusstrateegiline-protsess-eestis-ja-eesti-haridusfoorum/
Arrow, Holly. 2000. Small groups as complex systems: Formation, coordination, development, and adaptation. Sage Publications, Thousand Oaks, California,
337 pp
Beck, U. 1992. Risk Society. London, Sage.
Botkin, J. W. 1999. Smart business: how knowledge communities can revolutionize your company. The Free Press. New York.
Mihaly Csikszentmihályi (1990). Flow: The Psychology of Optimal Experience. Harper & Row. ISBN 978-0-06-016253-5.
Estonia’s Education Scenarios 2015. May 2, 1998. The 21st Century Learning Initiative. http://www.21learn.org/activities/events/estonias-education-scenarios-
2015/. London
Fullan, M. Hargreaves, A. 1996. What`s worth fighting in your school?. New York. Teacher College Press.
Grauberg, E. (1994). On Paradigmatic Changes in Society and its Reflection in Education. - Education in a Period of Social Upheaval. NewYork, 148-158.
Grauberg, E., Kreitzberg, P. (1995). Democratic vs. Scientific and Expert Legitimation of Educational Decisions. - European Studies in Education, vol. 2,
Waxmann ünster, New York.
Ene Grauberg, Ene-Silvia Sarv (toim). (2018). Eesti jätkusuutlik areng: kutsehariduse ja kõrghariduse stsenaariumid aastateks 2020–2035. Analüütiline
dokument. 164 lk https://www.hm.ee/sites/default/files/uuringud/Graubergi%20projekt.pdf
E. Heinla et al, Osalusdemokraatia toimimisest Eesti üldhariduses. [The functioning of participatory democracy in general education in Estonia], Ed. E.-S. Sarv,
Tallinn, Tallinna Ülikooli kirjastus, 2008.
V. Jüriso, E.-S. Sarv (Eds.), Eesti poliitiline ja haridusmõte. Eesti hariduskonverentsi lisamaterjal [Political and educational thinking in Estonia. Materials of the
Education Conference]. 1995. ENSV Haridusministeerium, ENSV Vabariiklik Õpetajate Täiendusinstituut. Tallinn. 60 lk.
Kadakas M., Kalamees K. (1999). Õppekavast ja kooliarendusest tegija pilguga. [On the Curriculum and school development - agent’s view]. Tallinn: HTM,
Nordic Council of Ministers.
Ene-Silvia Sarv. 2024. Teacher professionalism in Estonia: The lost paradise of lifelong learning? In: Innovation in Teacher Professional Learning in Europe.
Research, Policy and Practice. Edited by Ken Jones, Giorgio Ostinelli and Alberto Crescentini. Routledge. pp. 40-52 ISBN: 978-1-032-33449-3 (hbk) ISBN:
978-1-032-34526-0 (pbk) ISBN: 978-1-003-32261-0 (ebk) DOI: 10.4324/9781003322610
Ene-Silvia Sarv (author, compiler). 2023. Co-thinking - technique or/and art. Introduction to group work and thinking bee methods. Handbook of thinking bee
methods. Publishers: Ene-Silvia Sarv and Talgujad © Tallinn, Tartu, 2016 - 2023 Editors: Katri-Evelin Kont, Valdo Ruttas 427 pages (In Estonian)