| In the manner of the heuristic research method (Moustakas, 1990), the genesis of this study came from the researcher's own experience as a student in a university course, “Heuristic Problem Solving,” (HPS) which was uniquely designed to expand one's cognitive pluralism, or diversity of thinking. Employing a theoretical framework of systems thinking, cultural historical theory (Vygotsky, 1978, 1986), and cognitive pluralism (John-Steiner, 1997), the study explores the essential character and the cognitive and affective outcomes of the Heuristic Problem Solving course. A naturalistic research methodology (Lincoln & Guba, 1985) was employed to accommodate the dynamic complexity and interrelatedness of cognitive development in adult learners. Study data included 75 interviews with 42 current and past students of HPS (some who took the course over 25 years ago), interviews with the developer and instructor of the course, participant observation in the classroom for three semesters, and students' written problem protocols.; Findings of the study evidenced Vygotsky's notion of the formation of mind through mediation by cultural tools. Mediational agents included the course developer and instructor; the unique design of a classroom culture which challenges students to become problem solvers and think in pluralistic ways; the heuristic problems themselves, which embody the essence of cognitive pluralism; and the space for diverse and open social interaction that was provided for within the class culture.; Research participants reports of varying degrees and manifestations of the development of cognitive pluralism were represented by four fuzzy, non-discrete categories: (1) an increased awareness of diverse ways of thinking, (2) internalization of pluralistic thinking, (3) validation of previously existing but unrecognized cognitive diversity and, (4) for 10 research participants, an experience of transformational proportions. Equally important, data revealed an inseparability of the cognitive and affective dimensions in the process of adult cognitive development, and an increased level of metacognition and self-confidence as students expanded their cognitive diversity.; Study findings point to the criticality of adopting a systems approach in addressing educational theory and practice, attending to the affect as an essential element in cognitive development, and focusing on new ways of conceptualizing social interaction as an integral part of learning. |
