Creative Conversations using the Academic style

Creative Conversations using the Academic style

Here are some terms we used as discussion points on Monday 7th December with Adesola's presentation using conversational dance as a kinesthetic learning experience.

Writing in an academic style - uses recognised conventions of relative neutrality and referencing (rules of engagement) to exchange ideas, comment and critique statements about scientific and social phenomena.

Academic arguments “are sets of ideas which are expressed… Making an argument … involves working out how to construct, communicate, support and substantiate….” (Mason 2003)

An academic style of writing informs and directs a point of view; when applied, it can structure an argument – and different academic disciplines interpret concepts and theories differently (Anita Walsh 2008). For example, a Health professional might be trained to understand practice in a clinical setting while a creative and cultural arts professional might be trained to develop technical expertise, expressive capacity and creative innovation.

Academic arguments can use existing concepts and theories to state points of view.

Concept – an idea - “a unit of thought or element of knowledge that allows us to organize experience” (Janet Gail Donald 2001)

Theory –a rationale or justification based on ideas or evidence… - “a system of ideas intended to explain a phenomenon especially a system based on general principles and therefore independent of the target phenomenon” (Brewerton and Millward 2001) - theories can be used to relate to more than one ‘problem’ being examined or explored in the field (first hand phenomena)

Critical thinking is process that is used to think about topics and issues.

Glaser (influenced by Dewey) said “Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends” (extract from Fisher 2001).

“Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do” (Norris and Ennis, 1989,extracts from Fisher 2001).

Stella Cottrell (The Study Skills Handbook 3rd ed., 1999) says that Glaser emphasises 3 main points about critical thinking: 1. persistence 2. evidence 3. implications

You use critical reasoning to:

• Identify elements of a reasoned case
• Identify and evaluate assumptions
• Clarify and interpret expressions and ideas
• Judge the acceptability and credibility of the claims
• Evaluate the arguments of different kinds
• Analyse, evaluate and produce explanations
• Analyse, evaluate and make decisions
• Draw inferences
• Produce arguments (Fisher 2001)

Cottrell also suggests applying analytical thinking - being able to do things like
• “ looking for possible flaws in the reasoning of evidence, or the way in which the conclusions were drawn”
• “comparing the same issue from the point of view of other theorists or writers” and “checking for hidden assumptions” (Cottrell 1999).

These ideas are linked to what I call critical curiosity, your ability to want to know about something using a framework that is wider than what you already know…(Nottingham, 2009). This means extending your knowledge and understanding to learning that includes sources that go beyond the self to peers, professional networks and academic-related literature.