Next is the processing phase. This is were we analyze and relate the issue to other ideas. Many ideas were shared during this phase of the dojo. Here is one that stood out.

The output phase of the dojo also consists of three stages. The first stage is judgment stage. Things got really interesting at this stage when it was proposed that we in America were not only brain washed, but possibly even radicalized.

The final stage of a dojo is the Truth and Sense Making stage. During this stage the dojo reflects on what has been discussed and tries to distill the subject down to its most important ideas

So, if you were interested in knowing how a Whole Dojo worked, now you know.  
​                  Thank you to everyone who participated. 

One of the things that I'm working on is a more comprehensive definition of what metacognition is. John Flavel (1979), who coined the term metacognition defined it as learning about learning. However, in practice this definition is subject to subtle shifts and permutations. From my initial research it appears to have a shifting meaning based on your perspective. What I mean by this is that there are subtle differences in the definition of metacognition when it is applied to an individual, two individuals engaged in a metacognitive discussion, or in the broader socially constructed meaning that we used to communicate it's definition culturally.

In other words, Flavel’s (1979) definition is primarily the accepted socially constructed definition. This is a definition that can be used for broader social communication, research and teaching purposes. In fact this was Flavel’s (1971) stated purpose when he began his research into what was then called metamemory.

However, when we think about a metacognitive discussion between teacher and student, for example like what is implied when we say, “ I am a teacher of metacognition,” we most certainly do not mean the style of subject based teaching that is most associated with education today. It is better defined as a relationship or supportive interaction that seeks to make visible less visible and subjective habits of mind that improve learning. My favorite definition of metacognition from this student/teacher interactive perspective comes from my former PAL adviser at Curry college Michelle Gabow who called metacognition a “learning conversation.”

When metacognition is interpreted from the individual subjective perspective, the idea of learning about learning becomes more about self reflection, and a specific style or manner of thought. Metacognitive self reflection is not simply memories, or reminiscing. It is not simply fanciful or creative thought. It is a type of thinking which can use and execute all other types of thinking, including memory, analogy, logic, metaphor, judgment creativity and the rest. Subjectively metacognition is, as it says, the meta of all cognition. That is It is the one form of cognition that has the capacity to take into account all other forms of cognition and apply them as tools of thought rather than just products of thought.

The difference is, unlike other cognitive processes that are tied to specific physical functions and experiences, metacognition is tied to the interpretation and application of meaning to cognitive processes and transmitting that meaning over time. When metacognition informs behavior it becomes the practice of metacognition in a given subject or domain. However, when metacognition is used purposefully in the examination of the cognition comprising metacognition itself, you end up with a very interesting kind of feedback loop that produces deep understanding. It is this level  of understanding that produces cognitive flexibility and the type of creative, novel problem solving that makes human beings unique. Why this is and how the brain achieves this are very important questions that have, at present captivated my attention.
References:
​Flavell, J.H. (1971). First discussant’s comments: What is memory
                        development the development of? Human
                        Development, 14, 272-278.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new
                        area of cognitive development. American Psychologist,
​                        34(10), 906-911. doi:10.1037/0003066X.34.10.906