I see logical reasoning occurring in my classroom every day. Students using the process of rational ideas, systematic steps and mathematical, scientific procedures. They use evidence to come to a conclusion and are quite adept at summarizing their result. This makes sense. A learner is a learner by choice. If they commit to discovering new things, then they will. In science class at least, students need a certain process or set of procedures to follow to make sense of the world. What gets in the way, however, is emotional reasoning. The cognitive process by which students conclude that what they feel proves something to be true, regardless of any observed evidence. If they perceive it to be important, then to them, it is important. If they are happy, then that is how they see the world, in a positive way. If they are frustrated, then all bets are off and they generally retreat or fluctuate on their stance. This is why I find it so important to discuss with my students the importance of what I call mindful reasoning. This is also why I use discrepant events to throw them off their pedestal.
I define mindful reasoning as the culmination of knowledge, opinions and ideas, personal choice and responsibility and growth. We can learn new things but if we do not understand their relevance and purpose then they are fleeting. If we reason and unscramble the pieces, like a giant jigsaw puzzle, then as we choose to put the pieces in place, they form a permanence, an etching deep in the grooves of our minds so we can access them when needed. The tactile engraving leaving its mark. This inscription will only become integrated into our schema if we are mindful: focused, unbiased, calm, open-minded. With these strategies we are no longer bound by conventional thinking we are released into an openness and fluidity that brings a deeper understanding. I have my students repeat these words to themselves when they get frustrated or foiled on an assignment. "Breathe, think, reflect, imprint."
Today I gave them something purposeful and challenging. I knew it would frustrate them. They all came up to my desk looking for me to give them direction or guidance. I did not. "Don't give me the answer, but can you give me a clue?" They asked. I calmly responded, "Use your mindful strategies and work the problem. Don't skirt around it, but dance with it. Let it lead you, not the other way around." Slowly but surely the answer presented itself to them. While some students had to research more information, others just restructured their data and were able to find clues buried within their helpful hint cards. While logical reasoning was visible and useful, emotional reasoning reared its ugly head and actually became a bandwagon in which many other students began to follow. It is funny how one students throes and woes becomes a classes adversity.
At the end of class, after they figured out the diffusion dilemma, we discussed strategies to allow for more break through's and less bandwagon hustle. Jumping on the bandwagon can be a tool of great strength when we use it for problem-solving and not negative discourse. What happened in class today, was that the loudest dissent was easier to follow than the focused accord. Several groups had figured out the problem but they remained aloof and fixated. But, the students who felt scattered and confused were determined to bring others down with them. No one wanted to be on a sinking ship alone. Eventually the lifeboats rowed over to the rescue ship and they began to communicate and thus harmony occurred. The class came to a consensus and the quandary was abated.
It was really hard for me not to intervene. But it was a great day because the level of frustration rose and waned. The camaraderie strengthened and they were so determined to solve the conundrum that they had to rely on one another. Every table had a different clue and it took them some time to figure that out. Once they started mingling, they heard different conversations going on and they began to ask "How do you know that?" and "Where did you see that information?" Once they started aligning the information it all fell in to place. The grey bottoms of the puzzle pieces were turned over to reveal the portrait that was about to be assembled.
The puzzle was no longer disjointed but whole and visible. Each clue was a part of the mystery. The mystery of diffusion of Oxygen and Carbon Dioxide in the Respiratory System and how in different elevations this process may be more difficult. For instance at the top of Mount Everest or deep in the Mariana Trench. On Mars or on the Moon. It took reasoning not reconciling for each class to decipher and unravel the mystery of collaboration and science. I used different clues every class so they couldn't share answers. I wanted to make sure every class got to experience the same level of apprehension.
To me as a teacher it is more important to let students struggle and reason through it, then to have them solve the problem. If they reconcile the defeat, then it is not worth it. Provide challenging enough not challenging exuberance. A safe zone allows students to express their angst but a community will bring out the joy of learning. This is what I saw today.
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