Category Archives: Why the Paradox?

The questions we ask drive the thinking we do.

Conversely, the questions we fail to ask determine the thinking we fail to do. I see this as a canon of scholarly thinking and work. How do we live by this rule? How do I flex the boundaries of my thinking so that I more regularly ask questions that are not part of my daily routine? My wise wife says that 90% of marriage is negotiating the mundane. That leaves 10% to explore, to be adventurous, to be creative, to be romantic. As I begin my first blog, I am reflecting on my purposes, motivations and hopes. The act makes me question (and I love thinking about questions and ways to answer / address them) those assumptions that guide my general point of view.

  • Why blog?
  • What am I trying to accomplish in blogging?
  • What do I hope to achieve?
  • Who is my audience, and what do I assume about them?
  • Who will care to read it?
  • Do I have anything significant or novel to say/contribute?
  • What makes me think I don’t have anything significant or novel to say/contribute?
  • Will my blog cover or discuss the breadth of my interests?
  • Should it?
  • Why not?
  • How will I achieve depth and look at complexities if I choose to cover wide topics?
  • Where is the synthesizing component?

Fortunately, I have a good mentor in the blogging world: Britt Watwood. Britt has been motivational in easing me into the blogging community. He has come at it from many angels to help me see the value, the need, the personal reward. So, if I had to give a short answer to my initial question: Why blog? I take a page from Britt’s guide book to blogging and focus on self-reflection and exploration.

So, what I say here in this public space is mine, but I willingly share it. I plan to develop particular pages/threads that focus on topics relevant to innovative practice in teaching, learning and faculty development and ask you to contribute as we work to explore complex questions and pose innovative ideas.

Finally, I suppose the title of this blog will alienate some readers, but the concept of the archer’s paradox resonates with me as I think about intellectual development and exploration. How is is that we can shoot an arrow in a particular path, but it constantly move, bend and flex? This paradox is a fitting, but not perfect, metaphor for teaching and learning that I’ll continue to explore.

Here’s a short YouTube video of the archer’s paradox to provide a visual.

Thanks for reading and participating.

Enoch Hale