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Big Little Thinking (BLT) is a framework with an accompanying set of models, activities and resources to facilitate thinking through everything and nothing.
BLT is particularly useful for thinking through problems of social disruptions (i.e., wicked problems, controversial issues and dilemmas). Social disruptions are periods of intense uncertainty and upheaval related to changes in ecology (e.g. climate change), technology (e.g. automation), population (e.g. mass migration), culture (e.g. secularisation), and health (e.g. COVID-19). BLT is a response to the well-recognised symptoms of poorly managed social disruption - frustration, disconnection, fragmentation, polarisation and escalation (Itten, 2017).
However, BLT is also has potential for thinking through more fixed and mechanical problems.
BLT doesn't offer quick-fixes or simple solutions to problems. Rather, BLT encourages deep encounters with the nature of problems and the conditions that produce them. BLT is critical, creative and consilient. It approaches problems as relational, contextual and paradoxical - understanding the problem is half the solution.
The Big Little Thinking (BLT) framework consists of:
Collectively, this structure facilitates meaningful choices and creations from almost infinite possibilities and problems.
Big Little Thinking (BLT) is a new framework developed from old seeds. It is a synthesising framework that connects different paradigms and theories through an original body of theory, models and processes. Accordingly, BLT is most closely related to the following frameworks:
Big Little Thinking (BLT) is a framework for critical, creative and consilient thinking about real-world problems, dilemmas, and issues. To begin using the framework:
Big Little Thinking (BLT) is a framework designed by educators for educators.
Design and Development Team
The BLT framework has been developed over a decade of collaboration with leading educators, academics and independent scholars across different disciplines and paradigms. The most recent iteration of the framework on this site has been informed by the WAVES (Worldviews, Attitudes and Values in Education Study) group under the leadership of Dr Raoul Adam in the Faculty of Education at Southern Cross University. Collectively, we hope to inspire, equip and engage with diverse educators to facilitate learning through the problems, issues, and dilemmas of contemporary disruptions.
It is impossible to identify all individual contributors to the framework. However, we wish to acknowledge some of the numerous colleagues and students whose generous insights and conversations have helped to inform and/or encourage the framework over the last decade. In no particular order, special thanks to:
Dr Miriam Torzillo, Dr Lachlan Forsythe, Dr Philemon Chigeza, Dr Lewes Peddell, Dr Lisa Jacka, Tim Barringham, Shae Brown, Yaw Ofosu Asare, Alison Adams, Associate Professor Tony Yeigh, Dr Marilyn Ahearn, Dr Christos Markopolous, Dr Paul Kebble, Professor Bob Stevenson, Dr Elle Mackie, Eric Wilson, Dot Walker, Dr Ellen Field, Tony Watt, Associate Professor Hilary Whitehouse, Dr Snowy Evans, Dr Jen Nicolls, Professor Anne Graham, Dr Zoe Adam, Dr Hannabeth Luke, Professor Clayton Adam, Dr Kurt Helmut Reich, Dr Cliff Jackson.