Department Of Library And Information Science

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This document provides an introduction to sense making theory, including perspectives from several scholars. It discusses sense making as focusing on gaps and chaos, and involving ongoing processes of interpreting events and speculating about plausible explanations. Sense making involves both how individuals perceive reality and how they seek information to bridge gaps and make order. The document also briefly outlines the Cynefin sense making framework and discusses how sense making relates to information behavior and needs.

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Seminar presentation: University of Melbourne Department of Information Systems, 13 October, 2006. Summarises development of a biologically based theory of knowledge based on combining Karl Popper's evolutionary epistemology (as developed in his 1972 book, Objective Knowlege) and Humberto Maturana and Francisco Varela's concept of autopoiesis (as developed in their 1980 book, Autopoiesis and Cognition).

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Social Justice as a Form of Discourse Impacting Identity for Action By Philip S. Mirci, Ph.D. (2015)Introduction Richard Paul (1992) wrote: Because we do not come to our experience with a blank slate for a mind, because our thinking is already, at any given moment, moving in a direction, because we can form new ideas, beliefs, and patterns of thought only through the scaffolding of our previously formed thought, it is essential that we learn to think critically in environments in which a variety of competing ideas are taken seriously. … Knowledge is discovered by thinking, analyzed by thinking, organized by thinking, transformed by thinking… There is no way to take the thinking out of knowledge, or the struggle out of thinking, just as there is no way to create a neat and tidy step-by-step path to knowledge that all minds can mindlessly follow … But thinking requires counter-thinking, opposition and challenge, as well as support. We need reasons meaningful to us, some persuasive logic, to move our minds from one set of ideas or beliefs to another. In other words, we must “argue” ourselves out of our present thinking and into thinking that is more or less novel to us if we are to gain genuine knowledge [Critical thinking: what every person needs to survive in a rapidly changing world. Santa Rosa, CA: The Foundation for Critical Thinking, p. xi]. The search for truth and knowledge is one of the finest attributes of man ― though often it is most loudly voiced by those who strive for it the least. The world we have made as a result of the level of thinking we have done thus far creates problems that cannot be solved at the same level of thinking at which we created them. Constructivism, as a learning theory, was consistent with neuroscience research: the brain makes sense of experience by accessing its own existing knowledge base in order to interpret that experience. Furthermore, one’s identity is connected to this sense-making process. Thus, one’s own knowledge about self, others, and the world is limited. Intellectual humility is the discipline of bringing this awareness to different methods of knowing. Stephen Freeman (2000) summarized three different methods of knowing that were first stated by Charles Peirce in 1940: The first method of knowing, the method of tenacity, states that people hold firm to truths they “know” are true. In establishing these truths there may be a tendency to omit evidence that does not support our beliefs and to find and include that, which does. This represents the well-known problem of objectivity. Frequent repetition or re-indoctrination of these assumptions or truths enhances their validity. This, simply stated, means one finds what one looks for… The second method of knowing is the method of authority or established belief. This method has the weight of tradition and public sanction behind it. Many of the things we think we know have been handed down by tradition. People have also .

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Chapter 15 FUTURE SEARCH CONVERSATION KAREN E. NORUM Gonzaga University And so it was that the people devised among themselves a way of asking each other questions whenever a decision was to be made on a New Place or a New Way. We sought to perceive the flow of energy through each new possibility and how much was enough and how much was too much. - Underwood, 1991, p. 38 1. INTRODUCTION We can have any future we want. We just have to identify it and design it-purposefully. "Future Search," as popularized by Marvin Weisbord, provides a framework for creating a system's future. The purpose of a Future Search conference is for the system to identify and aim for an ideal future. Two primary goals are to a) help large, diverse groups discover common values, purposes, and projects and b) enable people to create together a desired future that can be implemented immediately (Weisbord & Janoff, 2001). No prior training or expertise is needed to participate meaningfully in a Future Search. In fact, there is evidence that when people "begin working on real tasks relevant to a shared purpose," the skills needed to participate in the Future Search process "appear naturally and effortlessly" (Emery «& Purser, 1996, p. 16). The process has been used to address a variety of issues (health care, education, public transportation, water quality), in a variety of settings (schools, hospitals, publishers, churches, government, non-profit organizations), in a variety of locations (North and South America, Australia, Africa, Europe, South Asia). Dialogue as a Means of Collective Communication, Edited by Banathy and Jenlink Kluwer Academic/Plenum Publishers, New York 2005 3 2 3 324 Karen E. Norum 2. BACK TO THE FUTURE As developed by Weisbord, Future Search is an integration of several approaches to cooperative planning. It borrows from the "leadcrless group" principles developed by Wilford Bion and Eric Trist during WW II, which are now principles for self-managing teams (Weisbord, 1992b). It takes the idea of a global context setting (looking at the global context before the local) from the Search Conference model developed by Fred Emery and Eric I rist (Weisbord, 1992b). The democratic (vs. autocratic) leadership style was adapted from the work of Ronald Lippett and Kurt Lewin (Weisbord, 1992b), From Ronald Lippett and Eva Schindler-Rainman, Weisbord used images of potential explored by whole communities (Weisbord, 1992b). Because Weisbord was most heavily influenced by the Lippett and Schindlcr- Rainman's large-scale community futures conferences and Emery and Trist's Search Conference, he named his innovation "Future Search" (Weisbord & Janoff, 2000). The spin Weisbord provided was boxing all these elements together in one room: A Future Search Conference brings "into one room people who each have pieces of a complex puzzle" (Weisbord, lS)92a, p, 10), Making the benefits of systems thinking and creating space and place for people to work under an um ...

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