Forte workshop su from theory to practice creative teaching strategies feb 20 15

From Theory to Practice:

Creative Strategies for Teaching

Practical Theorizing

Professor Jim ForteThe Fifth Annual Salisbury University Teaching & Learning

ConferenceSalisbury University, February 20, 2015

Forte’s From Theory to Practice

Module 01:Emulating Role Models and Hearing Memorable Words


“He who loves practice without theory is like the sailor who boards ship without a rudder and compass and never knows where he may cast” Leonardo da Vinci


“In theory, there is no difference between theory and practice. In practice, there is” Yogi Berra


Module 2:Barriers to Integrating

Theory & Practice



6 Communication Barriers to Moving from Theory to

Practice Differing Conceptions of Ideal Knowledge in Academy and Field

(Language and assumptions of basic science versus language and assumptions of applied science)

Scientific Languages (Translation difficulties, jargon, scientific communication conventions)

Stake in Primary Theoretical Language (Resistance to learning new language, investment, embedded locally, schema perseverance)

Communication and Status Differences (Status and power battles across disciplines, professions, theoretical traditions)

Organizational Context for Learning Theoretical Languages (Work demands, lack of support & incentives, disagreements about preferred knowledge)

Education-Professional Training in Theoretical Languages (Gaps in education, new knowledge issues, lack of continuous education)


Translating and Practical Theorizing:

Take Down the Barriers


Pragmatism and Using Theoretical Knowledge

Theories are tools for making sense of and solving puzzling, problematic situations. Practical theorizing is the action of using these tools.

Practical theorizers / practitioners can demonstrate knowledge, skill, and values including 1) extensive “theory content” in their toolboxes, 2) a range of theory translation competencies 3) a range of theory construction competencies, and 4) critical thinking convictions and capabilities for

judging theories and their uses.


The Integration of Theory and Practice

TheoryPractice T-------------------------------------ITP------------------------------------P

Integration of Theory and Practice

Theoretical Thinking & Acting Creatively& Critical Reflection In Local Situation



Practical Theorizing: Definition

= the process of making sense of and organizing observations, perceptions, intuitions, thoughts, and evidence for the purpose of developing a careful, considered, logically structured explanation of a puzzling practice event

an explanation that is subject to correction and improvement or rejection on the basis of further systematically presented information – either through empirical research (science) or through the rigorous explication of logical implications (philosophy)

an explanation that guides the gathering and interpretation of case information, assessment formulation, intervention selection and implementation, and evaluation of effectiveness.


Practical Theorizing: Features

Practical Theorizing requires the use of theoretical, research, and personal knowledge in skillful and creative ways to construct theoretical products for professional purposes

suited to accomplishing tasks at hand

focused on both universals and particulars of case

relevant to the local context

suggestive of new courses of action

supportive of improvisational adaptation by practitioner & client


1) Practical Theorizers as Collaborative Knowledge Users

- Theoretical Knowledge for the Toolbox


Using Disciplinary Theories as Part of a Grand Puzzle Solving

Process



2) Practical Theorizers as Translators: Universal

Translation Tools




15 Core Theory Translation Skills

General Skills for Multi-Theoretical Practice 01 Translate theories for theory-informed description 02 Translate theories for theory-informed classification 03 Translate theories for theory-informed prediction 04 Translate theories for theory-informed explanation 05 Translate theories for theory-informed control (action/system

change) 06 Translate theories for theory-aware communication and

collaborationSpecific Skills-Multi-Theoretical Practice Across Phases of Planned

Change Process 01 Translate Theories to Guide the Engagement Process 02 Translate Theories to Guide the Information Gathering Process 03 Translate Theories to Guide Informational Question Formation 04 Translate Theories to Guide the Assessment Formulation Process 05 Translate Theories to Guide the Goal Setting Process 06 Translate Theories to Guide the Specification of Change Theory &

Logic Model 07 Translate Theories to Guide the Identification, Selection, and

Implementation of Intervention Strategies 08 Translate Theories to Guide the Evaluation Process 09 Translate Theories to Guide the Ending Process


3) Practical Theorizers as Theory Builders (Deconstruct and Reconstruct) - Theorizing

Skills





4) Practical Theorizers as Theory Critics: Dispositions,

Ethics, Values


Using Standards (Marks of Excellence) to Critique Theories

Critical thinking involves a judgment about the quality of our thinking activity by reference to standards.

In the case of theorizing, practical theorizers can turn to established sets of standards for determining the worth of theorizing and theories. These are norms agreed to by members of the scientific community.

Appraising theory by standards is useful when deciding whether to use a particular theory, when verifying a theory and its claims, and when attempting to theorize well.


11 Theory Critique Capabilities (Dispositions, Ethics, & Values)

Use Critical Thinking Standards (Logical, Free of Thinking Errors)

Use Ethical Standard of Competence (Evidence-Base) Use Ethical Standard of Competence (Proficient

Performance) Use Value Standard of Dignity (Affirmation of Difference) Use Value Standard of Dignity (Emphasis on Strengths) Use Value Standard of Justice (Sensitivity to Inequality) Use Value Standard of Holism (Bio-Psycho-Social-Spiritual

Orientation) Use Pragmatic Standard (Useable and Useful) Use Scientific Standards (Theory Goodness, Scientific

Soundness) Use Scientific Standard (Advancement of Knowledge Base) Use Contextual Standard (Historical and Cultural

Grounding)Forte’s From Theory to Practice

Module 03Mysteries: Theorizing

as Puzzle Solving



Practical Theorizing as Puzzle Solving (Kuhn)

Thomas Kuhn (1970), the distinguished philosopher of science, asserted that

“the problems of normal science are puzzles” (p. 37) and

“many of the greatest scientific minds have devoted all of their professional attention to demanding puzzles” (p. 38).

Scientific paradigms and theoretical traditions provide the criteria for choosing puzzles to solve and the tools for solving these puzzles.


Theoretical Puzzle A puzzle of inquiry = something about human

behavior and the social environment that is “odd, unusual, unexpected, or novel” (Abbott, 2004 Methods of Discovery) Progress related to theory application is stalled

until the practitioner and client solve the puzzle


Theoretical Puzzle: Types

Empirical puzzle – how do we assemble puzzle pieces (data) to identify and characterize pattern?

Theoretical puzzle - how do we assemble puzzle pieces (theoretical interpretations) to explain pattern?

Practice puzzle (Empirical and Theoretical) –how do we assemble and use evidence (empirical data) and theory (interpretations) to solve “client system interacting in environment” puzzles.


Theoretical Puzzles: Illustrations

1. The processes related to drug use resulting in addiction

2. The causes of changing rates of homelessness in the United States

3. The causes of shifts in norms regarding premarital sexual behavior

4. The factors attracting persons to fundamentalist religious organizations

5. The processes related to the development of an attachment disorder

6. The personality factors increasing vulnerability to the formation of an eating disorder

7. The social causes of violence against women

8. The cultural factors contributing to debt and bankruptcy

9. The causes of declines in political involvement & activity by citizens

10. The changing prevalence of types of the “family form” over last 2 decades

11. The differences in autistic children’s interaction with their caretakers

compared to non autistic children

12. The vulnerability of adolescent girls to mental disorders and social difficulties



Module 04: The Metaphorical Imagination:

Playing with Theory-Related Words and Images



Root Metaphors Stephen Pepper was inspired by the

pragmatist philosopher William James and his reflections on theoretical pluralism

James (1909) wrote that "All philosophers...have conceived of the whole world after the analogy of some feature of it which has particularly captivated their attention.” A Pluralistic Universe


Worldviews and Root Metaphors

Worldview - basic philosophical position or outlook about reality; drawn from common and concrete experience but useful for understanding abstract notions.

Root metaphors = a conception of broad generality; the most comprehensive type of comparison, used to comprehend an entire aspect of the physical environment or human experience; comparisons from which specific theoretical

perspectives are generated.

comparisons that shape the outlooks and activities of professional theory users


Root Metaphors: Uses

* Root Metaphors –

* Use to Group Various Theories by Meta Theoretical Similarities

* Use to Facilitate Communication Within and Across Disciplinary and Theoretical Communities

* Use to Stimulate Theory Construction, Elaboration, and Application


The Metaphorical Imagination

* The Imaginative Use of Comparisons Between Theoretical Ideas and Events, Objects, Processes, People


Using the Metaphorical Imagination:

ExamplesSystems

Theory

Exchange Theory

A system is like a machine

A system is like a human body

A society is like a marketplace

A relationship is like an investment


Module 05Theoretical Modeling:

Constructing a Creative Narrative about Puzzle

Solution



Theoretical Models: DefinedA theoretical model is a theory-informed representation of a

portion of the social work case either as a structure or a process summarized in such a way as to highlight the key elements or parts of the structure or process and the connections among them.

A model can be a representation of the process of reconstructing a social network after a husband dies or the steps that social workers follow to find knowledge and translate it for use in practice. These theoretical models provide a narrative story and/or visual display of the application of a scientific theory.

Competent practical theorizers frequently use models to make sense of important aspects of “person interacting in the environment with a challenge” puzzles.


Theoretical Model Types include

Mathematical model Conceptual model Research model Path model Structural model Functional model Classification model Personal practice model


A Useful Theoretical Model: The Middle Range Theory

(MRT)

A middle range theory (MRT) is a theory that lies “between the minor but necessary working hypotheses that evolve in abundance during day-to-day research and the all-inclusive systematic efforts to develop a unified theory that will explain all the observed uniformities of social behavior, social organization, and social change” (Merton, 1949, p. 39).


Middle Range Theories: Features

Middle range theories are often built with a limited number of elements - theoretical assumptions, a limited number of concepts (less than seven, for instance), and a limited number of relationships between these concepts.

Middle range theories also specify their concepts in concrete rather than abstract ways. Concrete and specific concepts are easier to attach to empirical indicators and to operationalize using valid and reliable measurement procedures than very abstract concepts.

Compared to grand theories, middle range theories have limited applicability and scope relative to historical time, ecological space, system size, and social problem specification.

The accurate and detailed specification of the theory and its way of resolving a theoretical puzzle or problem in both narrative and visual model contributes to its usefulness to practical theorizers.


Positivist (Causal) Middle Range Theorizing

Identify the Explanatory Puzzle

Develop the Elements of the Causal Theory

Transform the Causal Theory’s Elements into Operational Form

Apply the Causal Theory

Evaluate the Use of the Causal Theory

Refine and Adapt the Theory for Future Use

Summarize and Share the Causal Theory. Forte’s From Theory to Practice

Interpretive (Grounded) Middle Range Theorizing

Identify the Interpretive Puzzle

Develop the Elements of the Interpretive Theory

Transform the Interpretive Theory’s Elements into Operational Form

Apply the Interpretive Theory

Evaluate the Use of the Interpretive Theory

Refine and Adapt the Theory for Future Use

Summarize and Share the Interpretive Theory.


A MRT Narrative Answers Questions about a Puzzle like

Who are the people involved in this puzzling situation?

Where does the puzzling situation occur?

When is the puzzling situation happening?

What factors best explain the puzzling situation?

How are these factors related to each other in your theory?

Why did you select these factors and specify their relationship in a particular way? (Based on Whetten)

What are the processes or phases leading to the puzzling situation?


The Use of MRT Theoretical Models in Practice

A theoretical models can organize our observations and help us identify the key variables and their relationships explaining particular life / developmental experiences or challenges

A theoretical model can guide all phases of a theory application process / practice. The practical theorizer can use the model to

Guide assessment (and connect biological, psychological, social, and spiritual factors (PIE) to case as explanatory hypotheses

Guide selection & formulation of change hypotheses

Guide intervention selection

Guide practice evaluationForte’s From Theory to Practice

Module 06: Mapping: Constructing a Creative Display of the

Puzzle Solution


On Theoretical Maps (Diagrams)

Diagrams “give a firmer grasp of many important principles than can be got without their aid; and that there are many problems of pure theory, which no one who has learned to use diagrams will willingly handle in any other way” Alfred Marshall (1890). Principles of Economics.

“A metaphor for good information design is a map. Hold any diagram against a map and see how it compares”. Edward Tufte (2015) Workshop.


Theoretical Mapping

Theorists are mapmakers and use maps to represent theories and theoretical models

Theoretical maps are similar to directional maps Both document and describe some aspect of

reality

Both include elements specific to the map type

Both vary in detail and scope

Both follow explicit mapping conventions




Theoretical Mapping: Display Conventions

Use shared conventions (vocabulary of signs and rules for use)

Start with a bounded space (paper or computer screen)

Identify and label variables (in cells, circles, or blocks)

Use symbols (arrows, lines, line length, line thickness, line direction) to depict connections between variables

Use mathematical figures - plus sign for positive and minus sign for negative (inverse) relationship

Arrange the theory elements spatially (independent on left, dependent on right, moderating on top, for example)


Mapping Causal Theory – Mid-Range Conceptual/Research

ModelsIndependent Variable (x) - an action, event, process, or pattern that influences or causes changes to happen

Dependent Variable (y) – effect, that which is influenced or changed by the operation of the independent variable.

Moderating Variable - a variable that has a strong contingent effect on the relationship (direction or strength) between independent and dependent variables like sex, race, class, or educational level.

Mediating (Intervening) Variable (m) – a variable that accounts (how–process, why–mechanism) for the relationship between independent & dependent variables.


Inventory of Causes: Illustration (Fawcett & Downs,1986)


Inventory of Effects: Illustration (Fawcett & Downs,1986)



Mapping Interpretive Theory: Process Models

Arrange events horizontally, and use arrows to connect each event in the sequence from left to right with the point of the arrow toward the right.

- The display may be vertical and arrows are used to connect events from the first event at the top to the final event at the bottom of the display.


Walker’s Phase Model of Abuse


Theoretical Mapping: Forte’s Symbolic Interactionist Process Model of Coping

Choice

Situational Characteristics Dyadic Interaction Psychological Processes Coping Style

- Power/Status Differences (Symmetry) (Blame Attribution) - Exit

- Resource Dependency + -Voice

- Social Support Self-Evaluation - Neglect

- Access to Alternative Perspectives + - Loyalty

Daily Emotionality


Module 07Marks of Excellence:

Thinking Critically about Borrowed and Constructed

Theories



Theory Critics as Csicops

The Center for Inquiry supports Csicops – Members of “The Committee for the Scientific Investigation of Claims of the Paranormal”

Theory critics needs to become a different kind of Csicop - Members of The Community for Scientific Investigation of Claims of Phony Theories



Example: Judge Theory By Science Marks of Excellence

Clarity of Formalization

Testability & Evidence

Internal Consistency

Power – Explanatory & Predictive

Scope

Parsimony


Module 08Metatheorizing and Mantras: Itheorize



Method: “Pedagogy of Theorizing” Class

Template Theory = ___________________ (Related discipline (s)/partners)

Learning objectives as competencies/practice behaviors

Mystery / puzzle – Team presents theory-informed middle-range model of puzzle faced in practice

Memorable words

Exemplary models, focal mysteries/puzzles and major terms

Root metaphors – person, interaction, environment, change

Theoretical map – metaphors, assumptions, concepts, propositions, links

Theoretical map – theory translated into social work eco-map

Marks of excellence used to judge theory and its application - (Thinking critically about theory lesson – online discussion)


Mantra: ITHEORIZE I Identify as a practical theorizer –

be creative, critical, practical, reflective, scientific.

T Think theoretically-purposefully use a system of concepts with scientific meanings to reconstruct a borrowed theory or construct a new theory.

H Habituate for intelligence-in-action- cultivate habits of critical thinking, scholarly study, scientific inquiry, and open-minded theoretical puzzle solving.

E Excel – engage in drill, rehearsal, and experimentation over a significant period of time in the use of discrete theorizing skills


Mantra: ITHEORIZE, continued

O Overcome dualisms and related obstacles – integrate instead of dividing by practice versus theory, academy versus field, theory versus theorizing, theorist versus practitioner, theory-guided versus evidence-informed practice

R Reconstruct knowledge for professional use – deconstruct pre-existing theoretical knowledge (assumptions, concepts, propositions, models) & reconstruct such knowledge for the achievement of specific purposes in specific places with specific clients


Mantra: ITHEORIZE, continued

I Integrate knowledge and styles of theorizing - blend theoretical knowledge, research knowledge, practice wisdom, and personal knowledge and alternate between positivist, interpretive, critical approaches to theorizing as needed by case.

Z Zone theorizing projects – be sensitive & adjust practical theorizing to ecological and temporal contexts or zones.

E Explain theory and theorizing in clear ways – learn to enter “knowledge trading zones,” search for & select useful knowledge, & translate the knowledge so it can be used to help people improve their lives and environments.


Resources


My Name is Forte


Key References Forte, J.A., Franks, D.D., Forte, J., & Rigsby, D. (1996). Asymmetrical

role-taking: Comparing battered and non-battered women. Social Work, 41(1), 59-73.

Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.

Merton, R. K. (1949). Social theory and social structure. New York: The Free Press.

Pepper, S. C. (1942). World hypotheses: A study in evidence. Berkeley: University of California Press.

Rigney, D. (2001). The metaphorical society: An invitation to social theory. Lanham, MD: Rowman and Littlefield.

Swedberg, R. (2014). Theorizing in social science: The context of discovery. Stanford, CA: Stanford University Press.

Tufte, W. R. (1997). Visual explanations: Images and quantities, evidence and narrative. Cheshire, CONN: Graphics Press.Forte’s From Theory to Practice

Teaching Theory and Theorizing Resources

To continue today’s conversation, contact me at [email protected]

For information about my scholarship in area of the pedagogy of theorizing and various theory and theorizing resources, go to http://jamesaforte.com/

For resources related to my MMMMMMM approach, go to - https://app.box.com/s/2ppny2xhvg8cisnvtqvj

For this PowerPoint and resources (in progress) related to my Skills for Using Theory book, go to https://app.box.com/s/xy63zspjac6436z413v9


mailto:[email protected]

http://jamesaforte.com/

https://app.box.com/s/xy63zspjac6436z413v9

https://app.box.com/s/xy63zspjac6436z413v9


