Stephen Downes has opened up this area for me on the web. (It is useful to follow someone with similar interests down their track … it helps sort the hakeas and their thorns from the other bushes that hit you around the head and in the eyes (Ku-ring-gai Chase hike with Chris Clerke and others when I was smaller).
While my first introduction to ‘design’ was from the visual arts (Gwenda and her design principles and doodling), it was when I was reading Donald Schon, for the second or third time, that I realised that teaching, indeed, life, is a matter of design: working with multiple evaluative criteria, in a sequence, to solve a problem; and when you get stuck, trying to shift your ground or re-frame, as Donald describes it: either changing the sequence of application of the evaluative criteria, or bringing in other evaluative criteria. The intent is to develop an aesthetically pleasing solution – something that ‘fits’, and ‘fits me’ – something I can enact.
So for this blog space, what I am after are the lateral (serendipity), external stimuli that offer another sequence or different criteria, to force a rethink of what I am grappling with.
In response to Stephen’s comments, the thought triggered off, which I have expressed elsewhere from time to time, is that I work now with the three phases of adages: if a picture is worth a 1000 words, and a proposition is worth a 1000 pictures, then a practice is worth a 1000 propositions.
For John Heron the practice of an individual is their presence and presentation … and here I am around a circle again!