Module 4 – What’s the big idea?
In Sparks of Genius, abstracting is defined as “the possibility of considering an object or group of objects under one viewpoint while disregarding all other properties of the object. The essence of abstraction consists in singling out one feature, which, in contrast to other properties, is considered to be particularly important (p.72 – 73).” Comparing abstraction to observation, Robert and Michele Root – Bernstein state that “observing that natural view is a first and important step”, and “abstractions must evolve from something real”. In my opinion, we need to use eyes to observe – to look closely, while we use the brain and heart to abstract – to think abstractly. In other words, observation is the foundation of abstraction; abstraction is a natural result of observation.
Robert and Michele Root – Bernstein suggest “Don’t just look – think! … See with your mind, not your eyes (p.73)!” which led me to try something new. Instead of merely looking at the cup of green tea on the desk ready to drink, I tried to abstract it in as many ways as I could imagine. I first “saw” a square from the tea bag shape, then I “saw” numerous little dots from the small tea leaves that could form many shapes! I could even “see” outer space, numerous stars scattered around! From this experience, I understand on a deeper level that “the simplest abstractions are often the hardest to perceive or devise and at the same time yield the most important insights (p.75).” This new knowledge will influence the expectations that I develop for how I might practice, utilize and incorporate this thinking skill in the future.
Another creative tool is analogy. In its most general sense, “analogy refers to a functional resemblance between things that are otherwise unlike (p.137).” There is a fundamental difference between similarities and analogy, which I just learned that led me to an immediate reflection. I always like to study in our backyard full of green plants and fresh flowers. While I do enjoy the plants, it wasn’t until I read about analogy that I realized that the backyard makes me smell forest and taste nature, which brings me much enjoyment. Thus, while I smell the forest and taste the nature, my study becomes more sensible and entertaining. This realization has also helped me to continue to discover “a correspondence of inner relationship or of function between two (or more) different phenomena or complex sets of phenomena (p.142).”
Meanwhile, I plan to apply these two thinking tools into my Chinese teaching class.
First, Picasso once said, “If I were born Chinese, I would not be a painter but a writer. I’d write my pictures (p.74).” His statement inspires me immediately for a creative lesson plan of teaching Chinese characters. All of my students are non-native Chinese speakers, and it has been very challenging for them to learn seemly abstract Chinese characters. Thus, my plan for teaching the characters is to ask my students to imagine lifelike pictures when they observe the characters, and then write their own vision of the pictures by using the abstract strokes. This creativity also guides me to achieve a deeper level of understanding that “to arrive at abstraction, it is always necessary to begin with a concrete reality (p.79)”, which should be a guideline for me in teaching Chinese characters.
I am also planning to apply this thinking tool to improve students’ speaking performance. For Chinese language learners, it is difficult to identify the five different tones when they pronounce the words. I will ask my students to try to abstract the connection among the different tones as a curvy line that is going flat first, then rising up and down. I will also encourage my students to think creatively and try to see their own vision of the abstraction of the five tones in order to learn more effectively.
Third, in order to apply analogy into effective Chinese teaching as well as to guide the students to master this tool, I am planning to have an immediate start on Chinese characters recognizing practice. Take 坐 (to sit) as an example, rather than teaching them directly to recognizing the abstract stroke as I used to do, I am planning to draw a lifelike picture of this character: two people are sitting on the ground and playing. Because the part of the character人 means people/person; 土 represents earth or ground. Once the students are able to visualize and imagine, through the use of analogy, the character that is made of abstract strokes becomes much easier to recognize and learn.
After all, as Robert and Michele Root – Bernstein state, there are no ‘right’ answers in this learning creativity process, only a never-ending quest for greater simplicity and more profound truths. In other words, what matters in this exploration and discovery of creativity in the learning process is finding the essence of abstraction and analogy that light our way wherever we explore.
Xin Wang
