Kathy Takayama & Validating Uncertainty
I attended a lecture today by microbiologist Dr. Kathy Takayama of Brown University and the University of New South Wales. She has written a book and been lecturing to promote the use of eportfolios to introduce metacognition into the learning experience, by which she means encouraging students “to think like a member of the profession” by developing “reflective habits of mind.” She proposes that by creating a space where students can collaboratively reflect on their progress as learners, we can teach them to “validate uncertainty” and to consider their own assumptions rather than fearing uncertainty and remaining ignorant of personal assumptions that would constrain their pursuit of knowledge. This latter scenario typifies traditional classroom approaches where students are simply waiting to receive correct answers, memorize them, and then pass tests with good grades.
I like the idea of validating uncertainty because it seems to apply to the inquiry-driven teaching that I and others are aiming for; that is, using composition as an example, rather than having students begin with a clear proposition that they then try to support through research and argument, have them instead begin with questions and uncertainty that the research can begin to dispel until, after due inquiry and thought, they arrive at a specific idea that they understand with more depth and clarity than they might have otherwise had. And, as a part of respecting the process, include reflective writing, both individual and collaborative, that describes and self-assesses the ongoing work. Some of these ideas have been around a while now, but not necessarily in the context of our increasingly present digital environment. In any case, as a teacher working to create a better active learning environment for composition, the collaborative aspects of this approach I find very appealing.
