The document discusses enhancing generalism in education through neo-generalist thinking. A neo-generalist is both a specialist and generalist, able to master multiple disciplines and work across domain boundaries. They specialize when needed but also think broadly by considering different perspectives. The document proposes several methods for cultivating neo-generalist thinking in education, such as challenging new experiences, opportunities for practice and reflection, and creative discussion with others. Complex problem solving is recommended using a process that separates the problem from its context, considers multiple perspectives, and shares solutions. Finally, the goal of 21st century learning is outlined as developing people who are skilled, continuous learners, can adapt to change, and participate in collaboration and innovation.

1. Enhancing Generalism in
Education
Jorma Enkenberg
professori emeritus
jeeberg@gmail.com
@jormaenkenberg (twitter)

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2
“Work starts from problems
and learning from questions.”
(Esko Kilpi)

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“What we observe is not nature
itself but a version of nature
exposed to our own questioning.”
(Werner Heisenberg in Physics and
Philosophy)
Cf.
also
John
Godfrey
Saxe
(The
Blind
Men
and
The
Elephant):
hBps://en.wikisource.org/wiki/The_poems_of_John_Godfrey_Saxe/
The_Blind_Men_and_the_Elephant

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Einstein tried to find explanations to
physical phenomena by studying
philosophy, arts and science.
For seeing the world better Picasso
used to work on the edges of the
domain fields in order to widening the
boundaries.

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New
ideas,
knowledge,
soluOons
and
innovaOon
happens
beyond
the
boundary
of
one
discipline.
In
a
dynamic
world
that
we
live
in,
problems
are
never
clearly
defined
and
soluOons
have
to
evolve
as
the
understanding
of
problem
or
context
evolves.

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7
Ks.
myös
hBp://www.design.caltech.edu/erik/Misc/Fox_Hedgehog.html

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About the hedgehog
The life of the hedgehog is based on its existing
knowledge and confidence of its rightness.
The hedgehog aims to develop only one
solution to the problem and possess deep
expertise in one domain field.
It action is based on instinct.
(InsOnct
(vaisto)
is
an
innate,
typically
fixed
paBern
of
behaviour
in
animals
in
response
to
certain
sOmuli.)

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About the fox
The fox accepts the limits of its expertise and
aims actively to deepen as well as broaden it.
Can tolerate uncertainty and believes that there
is no single solution to the problem.
Accepts different perspectives to the problem
and is capable to constructively assess and
adopt conflicting perpectives and avoid either
– or- thinking.
Intuition guides actions of the fox.
(IntuiOon
means
the
ability
to
understand
something
insOncOvely,
without
the
need
for
conscious
reasoning)

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10

11. ”Neo-­‐generalists
are
curious,
responsive
and
connecOve.
They
learn
constantly;
hunger
for
new
knowledge,
in
fact.
They
effortlessly
adapt
to
context,
specializing
and
generalizing,
leading
and
following.”
Richard
Mar4n
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11

12. Neo-­‐generalist
as
thinker
and
agent
Neo-­‐generalist
is
both
specialist
(the
hedgehog)
and
generalist
(the
fox)
and
is
able
to
master
several
disciplines
and
domain
areas.
He
specializes
when
the
context
demands
it.
Works
and
thinks
on
the
edges
of
domain
fields
and
crosses
borders
in
order
to
build
perpecOve
on
the
object.
Is
capable
to
examine
the
phenomena
from
different
perspecOves
and
domain
fields
and
in
that
can
uOlize
his
experiences
InterpretaOon
about
the
phenomena
will
change
if
the
context
changes.
Can
perceive
the
phenomena
from
the
systemic
perspecOve.
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Team
work
(work
in
small
groups)
Your
task
is
to
search
ideas
and
concrete
methods
that
we
could
apply
in
enhancing
neo-­‐generalisOc
thinking
either
a) in
daily
work
or
b) in
basic
educaOon
and
learning.
You
should
describe
the
ideas
and
methods
generally
and
their
applicaOon
in
one
example
case.

14. How to enhance
generalism in education?

15. Ks.
hBp://blog.entrepreneurthearts.com/2012/04/13/the-­‐
creaOve-­‐generalist-­‐how-­‐broad-­‐thinking-­‐leads-­‐to-­‐big-­‐ideas/
Do
what
the
generalist
does
Wander
and
Wonder
Entertain
curiosity
and
ask
unasked
quesOons
Synthesize
and
Summarize
Connect
the
dots
and
present
complex
informaOon
succinctly
Link
and
Leap
Take
a
simple
insight
and
find
a
transcending
applicaOon
Mix
and
Match
Make
worlds
collide
and
harness
collaboraOve
energies
Experience
and
Empathize
Understand
humanity
and
life’s
many
interrelaOonship

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Powerful
things
that
enhance
21.
century
learning
and
neo-­‐generalis4c
thinking
Challenging
new
experiences
–
central
focus
of
learning
should
be
on
tacit
knowledge.
OpportuniOes
to
pracOce
–
pracOce
feeds
experOse.
CreaOve
discussions
with
others
–
discussion
lubricates
and
accelerates
learning
and
development
Time
for
reflecOve
thinking-­‐
experiences
and
reflecOon
together
produce
permanent
learning.
ReflecOon
together
and
alone
–
before
acOvity,
during
the
acOvity
and
ajerwards.

17. Complex problem solving as a process (in design-
oriented pedagogy)
1. Separation the problem from its context
2. Fixing the learning goal
3. Looking for alternative perspectives to the problem
4. Fixing the perspective (whether domain field,
discipline or stakeholders’)
5. Ideation of research task
6. Fixing the research task
7. Conducting the research
8. Constructing the solution
9. Constructing the whole picture (summarizing)
10. Sharing the solution
Cf. DOP - http://www.slideshare.net/Henriikka/dop21

18. In
Eraze,
Pata
and
Laanpere:
hBp://www.slideshare.net/martlaa/icwl-­‐analyzing-­‐learningflows
Digital learning ecosystem (DLE)

19. Ecosystem for Enhancing
Generalism
Resources
Communities ofSocial, cultural and
economical environment
Tools Services Content
Learners
(peers)
Supervisors/
Mentors
Domain experts
Designers

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Ecosystem for phenomenon-based learning
(cf. http://doppolkuja.blogspot.fi/ )

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And finally
The goal of 21.Century learning and education
should be the people who
a) Are skilful,
b) Are capable to continuous learning,
c) Can adapt to confronting challenging and
constantly changing situations and
d) Can take part in collaborative and innovative
practices.