Jo-Jo Who: Praxis, Critical Thinking, and Dr. Seuss · Jo-Jo Who: Praxis, Critical Thinking, and Dr. Seuss 5 Jo-Jo Who ... misinformation that is spread in a confident tone ... Jo-Jo

Jo-Jo Who: Praxis, Critical Thinking, and Dr. Seuss

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Jo-Jo Who

Praxis, Critical Thinking, and Dr. Seuss

By Keith Loach

Bachelor of Music, University of Toronto Master of Business Administration, University of Toronto

PhD Music, York University (in progress)

www.bitbooks.ca

Twitter: @Loach427

This book is published in Canada by BIT Books

ISBN 978-0-9811249-6-4 — V 1.1

Copyright © Keith Loach 2017

All rights reserved. No part of this publication may be reproduced or transmitted in

any form or by any means, electronic or mechanical including photocopying,

recording or any information storage or retrieval system, without prior permission

in writing from the publisher.


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Jo-Jo Who Praxis, Critical Thinking, and Dr. Seuss

Contents

Prelude 7

Horton Hears a Who 9

YOP 10

Confidence 11

Knowledge 14

Praxis 15

Critical Thinking 16

Creativity 19

iThink 20

Horton Hears a Why 22

Finale 25

About 27

Bibliography 29


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Jo-Jo Who Praxis, Critical Thinking, and Dr. Seuss

Prelude

This paper is about the power of a single voice to

make change in the world. It is about how our approach to

truth and due diligence becomes the basis for our social

responsibility to think before we speak. Critical thinking is

possibly the most important educational tool we can provide

our youth. We are not entitled to opinions; we have to earn

them.

Knowledge is no longer about memorizing facts and

the ability to regurgitate them on demand. Fake news is not

new and though the proliferation of new sources found on

the internet may be alarming, it is not nearly as disturbing as

the conscience-free delivery of knowingly false information

that seems to have become an acceptable behavioural

standard. Presented as credible sources, these bogus sites are

becoming increasingly difficult to identify.

Our computer-linked society continuously collects

information on what we buy, what internet pages we visit,

who we interact with (friends, neighbours, and enemies),

what we say to them, our financial status, and the intimate

details of our personal lives. The information is massed,

correlated, cross-referenced, crunched, manipulated, and

sold to the highest bidder. It is then presented back to us in

the form of pop-ups, sidebars, and app advertising

(sometimes within minutes) giving us the illusion that our

choices in life are popular and shared by a broad audience.


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By delivering back to us more of the same information we

want to hear, the mining of "big-data" increases the

familiarity of our choices thereby supporting and confirming

what we already believe.

It is human nature for each of us to enjoy living in

our personal bubbles. We tend to surround ourselves with

familiarity and challenging this level of comfort is not a

preferred option. The polarization of America, so very

apparent during the U.S. election of 2016, is a direct result

of confirmation bias, which is the tendency to interpret new

information in a manner that confirms our existing theories

and beliefs. New data that does not fit into our existing

framework is dismissed.

So, we are not only bombarded by marketers with

skewed feedback that reinforces our strongly held views, but

we also process new information in a skewed manner that

tends to feed our current beliefs while rejecting contrary

opinion. There is little motivation to accept anything that we

do not already believe. Change is difficult and requires

work. Climbing outside of the bubble is a critical thinking

exercise that most people are unwilling to try.

Using the framework of a children's story, this essay

will discuss praxial critical thinking: 1) the challenge of

searching for truth in today's society (critical thinking) and

2) the importance of applying a moral conscience in sharing

and delivery (praxis).


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Horton Hears a Who

The themes in Theodor Seuss Geisel's books are

simple and promote messages of family, community, social

responsibility, and moral conscience, happily delivered in

anapestic tetrameter. The characters are melodramatic and

the concept of right and wrong can be easily grasped by the

target audience. Horton Hears a Who (Geisel, 1954) features

Horton, the saintly elephant with large ears and excellent

hearing, discovering the town of Whoville situated on a

speck of dust atop a tiny clover. It is a story about his

adventure saving the town from imminent peril as it teeters

at the edge of a pond. The altruistic themes and characters

are plentiful.

Horton, the protagonist, struggles in the face of

adversity to fulfill his life-saving mission. He is supported

by the Mayor of Whoville in building the conditions

necessary for success. The town rallies to create sufficient

noise to be heard by Horton's peers, thereby proving the

town's existence and securing continued support from the

town’s newly found benefactors.

Who is Jo-Jo? The Mayor considered Jo-Jo to be a

delinquent. In fact, he found him playing in Apartment 12-J.

"A very small, very small shirker, named Jo-Jo Was

standing, just standing, and bouncing a Yo-Yo! Not making

a sound! Not a Yipp! Not a chirp! And the Mayor rushed

inside and he grabbed the young twerp!"

The Mayor then proceeded to manhandle Jo-Jo to

the top of the Eiffelberg Tower. ""This, "cried the Mayor,

"is your town's darkest hour! The time for all Whos who


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have blood that is red To come to the aid of their country!"

he said."

YOP

It was Jo-Jo's mighty YOP, voiced overtop of the

town's "ruckus and roar," that saved the day. Setting aside

the legal ramifications of the Mayor's abduction of Jo-Jo

(kidnapping, assault, political oppression, conscription), it

was a Tipping Point moment (Gladwell, 2002) as a small

incremental change nudged the balance to create a

drastically new outcome.

The Seuss voice lesson is simple and kind: "They've

proved they ARE persons, no matter how small, And their

whole world was saved by the Smallest of All!"

Another famous YOP was featured in the movie,

The Dead Poets Society (Schulman, 1989). Mr. Keating

(Robin Williams) encourages his class, including the

insecure and troubled Todd (Ethan Hawke), to climb on top

of their desks and yell their barbaric YOPs. Todd is

transformed, releasing him from the confines of societal

pressure and into a world of independence and artistic

expression. Yet another voice lesson in creating loud sounds

delivered with conviction.

But what about content? Jo-Jo's success was

decibel-based and Todd's success was confidence-based.

Both were worthy efforts and the outcomes were fruitful.

Delivering a YOP solely for YOP's sake (that is, for noise or

ego) may have its place and purpose, but it is not a method

for advancing discussion, resolving conflict, or building a

better society.


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Considering the high level of noise rampant in all

forms of media today, it seems that some people may have

absorbed a wee bit too much inspiration from these power-

of-voice messages.

We do not have to dig too deeply into the events of

the 2016 U.S. election to see the impact of misinformation

and misguided voice. Truth, it seemed, was determined by

who yelled the loudest. Enthusiastic participation and

unchecked sharing was encouraged regardless of the source

or quality of the content. Said the Mayor (and many other

elected officials), "We've got to make noises in greater

amounts! So, open your mouth, lad! For every voice

counts!"

People can hold a strong sense of entitlement for

having an opinion, and this is fine. The difficulty begins

when unsubstantiated opinions are delivered with

confidence and without conscience. Many years ago

commenting on social media involved yelling at the

television. Today, couch surfing trolls are provided the same

forums for recognition as leading experts in the field.

Knowledge itself has become vilified and expertise is

increasingly viewed as establishment propaganda.

A mighty YOP, delivered with conviction, can

change the world, and that is a responsibility not to be taken

lightly.

Confidence

Regarding delivery, much has been written about

how to present oneself confidently (Onstad, 2012). We are

told to avoid ending sentences with up-talk (voice rising like


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a question) or using vocal fry (glottalization, i.e. finishing

phrases in a drawn-out low register, a-la-Kardashian).

Fidgeting is bad, a calm demeanor is good. A deeper voice

has more credibility and eye contact with an entire audience

sends a strong message.

Regarding content, studies done in the area of

confidence examine the Dunning-Kruger effect, wherein

“unskilled individuals tend to have a higher illusory

superiority, mistakenly assessing their ability to be much

higher than is accurate.” Conversely, “highly skilled

individuals may underestimate their relative competence,

erroneously assuming that tasks that are easy for them are

also easy for others” (Kruger, 1999).

Is this the dark-side of confidence? What about

misinformation that is spread in a confident tone giving the

illusion of truth and credibility? Donald Trump is an

example of an extremely confident personality that does not

let facts get in the way of a strongly delivered opinion.

We tend to fit new information into our existing

belief systems, a framework typically established at a very

young age through experiential abductive logic. Tests have

shown that individuals receiving the exact same information

can form completely opposite opinions on a subject (Kruger,

1999). The same tests indicate that there is a negative

correlation between the increased confidence level of

unskilled individuals versus skilled individuals. That is, just

a little bit of information boosted the confidence level of the

unskilled individual to a vastly disproportionate degree,

creating an internal illusion of expertise on the subject. In

fact, both skilled and unskilled individuals were capable of


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delivering their opinions, often extreme and varied, with the

same high degree of confidence.

Dunning has since drawn an analogy: “If you’re

incompetent, you can’t know you’re incompetent.… [T]he

skills you need to produce a right answer are exactly the

skills you need to recognize what a right answer is”

(Dunning, 2005).

Confucius – “Real knowledge is to know the extent

of one’s ignorance.”

Charles Darwin – “Ignorance more frequently

begets confidence than does knowledge.”

Bertrand Russell – “One of the painful things

about our time is that those who feel certainty are

stupid, and those with any imagination and

understanding are filled with doubt and indecision.”

Taking this dark-side-of-confidence analogy one

step further, who are the most vulnerable to this type of

communication? It is much easier to accept information

based on its delivery than its content and we tend to believe

things that fit into our established framework, often without

question.

Politicians get elected based on their ability to

present with confidence. The content is often irrelevant, a

mix of skewed agendas and manipulative verbiage. When

the expertise of an individual is based on their ability to be

persuasive, it may be best to ignore the delivery and get to

the content as soon as possible. But that takes a lot of work,


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and if we wish to look at who might be most vulnerable to

this type of communication, the answer would be everyone.

Knowledge

The ancient Greeks wrestled with the concept of

knowledge. Aristotle separated theoretical knowledge from

the practical application of such knowledge, where practice

was the act of doing something with the abstract theory. A

simplistic example of this might be found in music where a

composition (theoretical) written on paper could be

performed (practical) by a musician.

The concept was further expanded identifying an

area referred to as productive, which Aristotle viewed as the

use of knowledge to create something. For example,

theoretical knowledge of the harmonic series could be

applied productively to build a musical instrument. He

considered theory to be real knowledge where production

and practice were the acts of problem solving through the

application of theory.

"The purpose of a theoretical discipline is the

pursuit of truth through contemplation; its telos is the

attainment of knowledge for its own sake. The purpose

of the productive sciences is to make something; their

telos is the production of some artefact. The practical

disciplines are those sciences which deal with ethical

and political life; their telos is practical wisdom and

knowledge."

(Carr, 1986)


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Aristotle imbued a high level of quality control into

this framework. Not only was there an expectation that the

theoretical knowledge be truthful, but also that the

productive application be creative and the practical

application be driven by good intentions, a moral disposition

he referred to as phronesis. For Aristotle, the use of truthful

knowledge drove the practice of a moral interaction with

others in society.

Perhaps it is this level of quality control that is

missing from today's loud conversations. How might it be

restored?

Praxis

Aristotle's concept of praxis begins with a focus on

social responsibility and being able to live what was

considered to be a good life—a happy and ethical existence.

Praxis is a process of deliberately reflecting upon theoretical

knowledge and then applying the theory to specific issues in

society. Well before the implementation stage, the process

involves repeatedly reassessing possible outcomes.

Changing the view, and even challenging the knowledge, are

natural components of the discovery process. The

commitment to truth and social improvement underlies all

decisions.

More recent applications of praxis are found in

education, philosophy, nursing, religion, and the arts. The

following is from Artistic Citizenship: Artistry, Social

Responsibility, and Ethical Praxis: "Praxis is a

multidimensional concept that includes active reflection and

critically reflective action guided by an informed ethical


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disposition to act rightly, with continuous concern for

protecting and advancing the well-being of others. It is

action dedicated to personal and collective flourishing,

grounded in commitments to transform and enrich people's

everyday lives" (Elliott et al, 2016).

The implementation of the praxial process has steps

similar to those found in both Complexity Theory and

Integrative Thinking. All three demand a constant reflection

of existing conditions applying a bottom-up, solutions-based

application of knowledge. In the practical world, Complex

Adaptive Systems (Complexity Theory) are able to produce

solutions that, through communication, discovery, and

continuous adaptation, address problems with a deep level

of insight obtained through reworking many of the questions

inherent in established systems (Zimmerman, 2002). The

iThink methodology (Integrative Thinking) takes the

individual through the initial assessment (based on

subjectivity, abductive logic, or gut-feel) and follows with a

rigorous analysis up and down the chain of salience,

causality, architecture and resolution, constantly examining

and adjusting inputs and outcomes to arrive at the best

possible solution (Martin, 2009).

The outcomes derived from the praxial process,

again similar to Complexity Theory and Integrative

Thinking, are in no way predetermined. Each decision is a

result of a thorough examination of all possibilities and is

founded on a commitment to alter the application of the

knowledge whenever required. Change, inherent throughout

the process, can be expected as the fundamental conditions

and the end-results evolve.


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Critical Thinking

The ability to change one's mind is a necessity for

critical thinking. In conflict with this requirement is the

characteristic in human nature to resist change of any kind.

Altering fundamentally held beliefs is considered to be

extremely challenging, an issue exacerbated by a condition

referred to as cognitive dissonance, a state which attempts to

reconcile inconsistent thoughts on a subject. Changing one’s

mind is difficult when we are genetically pre-programmed to

hear only what we want to hear.

The National Council for Excellence in Critical

Thinking defines critical thinking as the "intellectually

disciplined process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and/or

evaluating information gathered from, or generated by,

observation, experience, reflection, reasoning, or

communication, as a guide to belief and action"

(Critical, 2016).

In an article published at Edutopia.org titled News

Literacy: Critical-Thinking Skills for the 21st Century, Peter

Adams writes of the issues facing students today. He states

that "the cumulative amount of information that exists on the

planet, from the beginning of recorded history to the present,

is, by realistic estimates, doubling every two years. [...]

News literacy is a relatively new field in media studies that

focuses on defining and teaching the skills that citizens need

to evaluate the credibility of the information they encounter,

and on examining the role that credible information plays in

a representative democracy" (Adams, 2014).


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Adams suggests a six-step approach for questioning

the information presented:

Context

Quality sourcing

Verification

Word choice

Documentation

Fairness

He then provides classroom exercises that would

help students experience the process of critical thinking,

including learning modules such as Reinvent Current

Events, Explore the Power of Information, and Fact-

Checking Challenge (Adams, 2014).

The term fake news is hopefully approaching the

end of its utility as a catch-all for possible news fabrication.

Declaring something as fake news has become a simple tool

for dismissing contrary opinion, an easy method of

categorizing views differing from one's own. Lies and

deception have been around for a long time; the issue is how

society can become more adept at using critical thinking to

mitigate the potentially harmful effects of fake news.

Several internet tools have surfaced that provide

researched responses to popular and questionable issues.

Google Chrome has three plug-ins (FiB, BS Detector and

Media Bias Fact Check) and Slate (a popular story

debunker) has a Facebook extension that will flag sources

known to produce false stories.

One of the most important aspects of critical

thinking is understanding the big picture surrounding the


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information. The analysis of stakeholders and motivation

(the why) are important aspects of the back-story that cannot

be ignored.

Creativity

Thus far, the YOP has been examined in terms of its

delivery and content with an emphasis on social conscience

and doing the right thing. Having an opinion based on facts

is crucial and weighing the moral impact prior to its

distribution is an ethical choice. Another aspect of having a

voice is the unique component of the message itself. That is,

the creative challenge of having your own opinion.

Attempts to define creativity date back to the

ancient Greeks and Romans. Through the Renaissance era

and up until the late 19th century, various areas of artistic

study (religion, poetry and painting) laid sole claim to the

term. In the early 20th century, progress was made toward

including the sciences and by 1950, a more pragmatic

approach to creativity introduced concepts such as

brainstorming and problem-solving into the definition.

More recently, the work of Edward de Bono (1933-

present) is significant. He was the first person to propose

that the human brain is a self-organizing system, and in

1967 published The Use of Lateral Thinking, a book that

introduced a new concept for defining structured creativity.

It was revolutionary and inspired a deluge of variations on

the lateral thinking theme, including divergent thinking,

convergent thinking (J.P. Guilford), adversarial thinking,

and integrative thinking (Graham Douglas), all of which

provide new insight into the creative process.


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Dr. de Bono wrote the book Six Thinking Hats in

1985, a method that uses parallel thinking to focus on the

importance of perspective in problem-solving. Each “hat” is

assigned a colour and paradigm from which a problem or

issue should be viewed. For example, the red hat directs the

individual to an emotional, gut-feel viewpoint; the white

toward a view derived from information and facts only. The

intent of the exercise is to flush out all of the possibilities

associated with an issue, taking into account connections

amongst the hats so that a more informed solution can be

established.

Integrative Thinking theory was developed by

Graham Douglas in 1986. Douglas describes it as “the

process of integrating intuition, reason and imagination in a

human mind with a view to developing a holistic continuum

of strategy, tactics, action, review and evaluation for

addressing a problem in any field” (Strategic, 2016).

iThink

Roger Martin is the ex-Dean of the Rotman School

of Management, University of Toronto, and was

instrumental in developing the Desautels Centre for

Integrative Thinking, University of Toronto. His book, The

Opposable Mind (Martin, 2007), developed the theory into a

practical methodology that encourages the Integrative

Thinker to utilize a creative approach for decision-making.

Roger Martin is convinced that Integrative Thinking

can be taught and cultivated through exposure to case

studies, classroom modeling and, most importantly, hands-

on experience with the process. He distinguishes between


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integrative thinkers versus conventional thinkers and

suggests that we can train ourselves to dig deeply and

creatively for less obvious solutions. With increased

exposure to the discovery process, he believes we develop a

"habit of thought" that becomes our natural method for

decision-making in all aspects of our lives (Martin, 2007).

iThink provides a framework that rises above the

limitations of an A or B solution and resolves tensions by

finding new and creative solutions that accommodate both A

and B. He promotes being more aware of possibilities and

refers to the variables in a problem as being salient

components in the decision-making process. He also makes

an excellent case for the use of abductive reasoning

(sometimes referred to as gut feeling) as opposed to relying

solely on inductive and deductive reasoning to arrive at

decisions. Because of its flexibility and un-tethered freedom

from limitation, abductive reasoning is used as a starting and

finishing point in the analysis process. Perfect information is

a luxury typically unavailable and big-picture salience and

abductive reasoning play an important role in creative

decision-making.

The methodology moves through the initial

assessment (gut-feeling) and follows with a rigorous

analysis up and down the chain of salience, causality,

architecture and resolution, constantly examining and

adjusting inputs and possible outcomes.

Roger Martin's iThink has evolved into a practical

teaching method that can be applied to virtually any age

group. He has migrated away from clinical terms (i.e.

saliency, causality, architecture, resolution) in favour of


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wording found within the teaching vernacular (i.e.

articulating, examining, exploring, and assessing models

and possible outcomes). His opposable mind framework is

simplified into establishing two extreme and opposing

solutions to a problem and then pulling only the good points

of each into a shortlist of desired outcomes. His pro-pro

charting technique is devoid of cons or any suggestion of

negativity, a standard protocol in creative thinking

methodology. His steps include incorporating the multiple

perspectives of all stakeholders, in addition to requiring a

thorough research and accumulation of data.

The iThink methodology accommodates cognitive

dissonance and the human nature attribute of confirmation

bias. It accepts our lifetime experiences as valuable inputs

and provides a framework to use them as salient points in a

larger setting in the search of factual truth and what to do

with it.

Horton Hears a Why

Horton, a resident of the Jungle of Nool (a metaphor

for man in society), is moved to respond to an issue that he

alone has identified. The who, what, why, when, and where

of Horton's story is revealed and the moral issue develops. It

is his voice—his knowledge, his opinion, his integrity, his

bravery, his moral character, his determination—that

changes the world.

It was Jo-Jo's mighty YOP that created the tipping

point for success and it was Horton's commitment to the

cause that saved the Whos of Whoville. This, of course, is

the brilliance of Dr. Seuss' writing; his themes work on


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many levels, for many issues, for many people. In the end, it

was the discovery and sharing of facts (critical thinking) that

led to a morally successful outcome (praxis).

The story of Horton may be about a WHO and small

voices, but it is driven by a WHY and informed choices. The

praxial application of critical thinking raises the bar for

acceptable results. Seeking and discovering truths is an

important first step in the journey toward building a better

world.

Regarding fake news, Peter Adams suggests that the

reasons behind a story are a significant part of the story

itself: Why is the story being told? Why are the stakeholders

vested? Why is the message being sent now? Why is it being

targeted at me? Why should we care? It is questions like

these that expose intention and provide insight into macro

issues and, ultimately, access to big picture solutions.

Regarding creativity, our individual uniqueness of

knowledge and experience can inspire oblique connections

that others may not see. In terms of iThink, access to our

own personal collection of salient points can provide insight

into territory possibly unavailable to individuals possessing

either more or less knowledge (creativity is not dependent

upon knowledge volume). We are unique in both our

experiences and our limitations. Put another way, “I don’t

know the same things that you don’t know” (Corner Gas,

2004). It is these cross-connections that create our voice and

the potential to see the world as no one else can.


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The process of factual discovery is a continual

work-in-progress. Similar to Praxis, Critical Thinking,

Complexity Theory, Integrative Thinking, and Creativity, it

requires a reflective and evolving examination of what is

known, what is not known, and what can be known.


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Finale The power of a single voice cannot be

underestimated. Seuss' story of Horton and Jo-Jo reaches out

to encourage all of us to stand up and be counted. We can

make a difference and it is through our participation that

change can happen.

Even the smallest voice can have an impact. Chaos

Theory, the component of Complex Adaptive Systems that is

used to handle unpredictability, presents a condition where a

seemingly insignificant occurrence can cause a significant

repercussion. Developed in the 1950s by MIT professor

Edward Norton Lorenz, the term butterfly effect was used to

describe how eliminating the rounding error in only one of

twelve inputs used in a weather forecasting program (he

increased the accuracy from 3 to 6 decimals), the test results

were dramatically changed.

Chaos Theory was referenced in the movie Jurassic

Park (1993) by Jeff Goldblum portraying the character of

mathematician Dr. Ian Malcolm. "Chaos Theory," he says,

recognizes the "butterfly effect: a butterfly flaps its wings in

Peking, and in Central Park you get rain instead of

sunshine." It is not random or unpredictable, but rather an

unfolding of events that, being very sensitive to initial

conditions, amplify minute differences to create altered

results (Fractal, 2015).

Participation is good. Having an opinion is healthy.

Sharing views can be an important aspect of building

community and supporting causes. However, we have a

responsibility to seek truth and develop coherence before

sharing our opinions.


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A YOP for YOP's sake may have no purpose. A

YOP that contains misinformation can be harmful. A YOP

delivered with malicious intent is ethically wrong. A YOP

delivered without the due diligence process of praxial

critical thinking is likely not worth YOPPING.

Change is difficult and altering our fundamental

beliefs even more so. Critical thinking is about keeping an

open mind and embracing the concept of lifelong learning.

Praxis is about doing the best you can with the knowledge

that you have. Praxial critical thinking is about the search

for truth and making the world a better place.


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About

Keith Loach

Keith Loach holds a Bachelor of Music (Faculty of Music,

University of Toronto) and a Master of Business

Administration (Rotman School of Management, University

of Toronto). He is currently enrolled in a PhD Music (York

University).


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