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【Abstract】To explore the reasons and counter-measures for the absence of creative thinking among my Chinese students majoring art design， my learning develops from single-loop learning to double-loop learning. On the basis of professional expertise in art design， students’ inner interest and enthusiasm can be promoted by establishing learning organization and self-managed learning.
【Key words】creative thinking； single and double-loop learning； design class
Introduction
The concepts of single and double-loop learning were first introduced by Argyris and Schon in the theories of action. The implication of the concept is that our action may or may not be in line with our espoused theories but its consistence with theories-in-use is without fall. When the “dissonance” took place， we may naturally respond in two ways： firstly， we may seek for other alternative to achieve the same outcome； secondly， we choose another way out and reflect why and why not. The first response is called single-loop learning， and the second double-loop learning. Compared to single-loop learning， double-loop learning therefore involves reflection on values and norms and， by implication， the social structures which were instrumental in their development and which render them meaningful.
Interpreted from individual， process and product aspects， the term creativity can be synthesized to be “the outcome of the interaction between the innovating individual and the social filed”. Closely linked to the creativity is the importance creative thinking possesses. Derived from the qualities of problem solvers， the research generates three major components necessary for individual creativity in any particular domain： domain-relevant skills； creative-relevant skills and intrinsic task motivation.
I. My Single-loop Learning
During my MA study in Britain， I found a sharp contrast in the design class—the British students obviously enjoy finding individualistic ways in their design class to express their artistic ideas without much instructions or guidance from their teachers； whereas for my design students in China， whenever assigned a task， they would chase me for detailed instructions and specifications to meet the standards of high scores. The contrast is so sharp that I cannot help thinking about the root cause. Obviously， students in art design class in the UK have the ability of personal observations and flexible analytical/critical thinking while Chinese art design students only focus on the benefits and drawbacks of the projects. To bridge the gap， I adopt new approaches. The first one is to encourage my Chinese students to attend or even take part in the seminars. The next one is to learn from the failure. In order to provide an initial evaluation of the class and to also give a chance for students to self-assess their study， a teacher will take notice of how to lead students to learning from failure about the design problem， from which students will learn what’s wrong and then offer an initial concept in their own words. Another one is to have the courage to stop the project. When a project is turning from the initial idea to the next period， the most important things for a creative leader is to stop a project rather than to start a project.
II. My Double-loop Learning
Quite out of my expectation， I found my new approach only exerted limited effect in my class and my first loop of learning ends with disappointment and deep curiosity for the root answers. Subsequently， I interviewed and surveyed my students and some colleagues.
The puzzle is that most of my students have no inclination of expressing different ideas in class and their reluctance to get frequent touch with their teacher except they have to. With the missing of processing， reflection and conclusion， no surprise most of them have no clear idea of their preferred teaching patterns， and the same number of them choose relaxed way of lecturing. Therefore， it’s urgent to make a shift from the problem-focused to solution-focused action， and to boost their motivations， especially intrinsic motivation.
Teamwork is the first and foremost step I take in my new loop of learning. Working within a team and adopting different techniques to different timing situation can greatly help my students’ interest to develop their creativity and innovation. Moreover， by building a learning organization model， students’ learning can be supported and managed in their own way under the guidance of teachers. In this way， their interest， engagement and enjoyment can be generated， their performance can be improved， and their potential can be maximized. Besides， self-managed learning is also a productive way of learning and teaching， for it facilitates learners to learn flexibly to contribute considerably to morale. It can also fill the gaps in communication and comprehension. In my class room， this point is of significant value.
Conclusion
Never have I expected my change of thinking could be recorded in this way， nor my pedagogic transition can be justified by the theory of single and double-loop learning. I don’t think my single-loop learning is wrong， for I did figure out some practical solutions for the problems in my art design class， but the question is they are just prescribed action for temporary effect. To solve the problem from the root， more fundamental problems should be found and tackled， which gave rise to my double-loop learning. My paradigm of teaching shift as a natural flow of assumption change， by no means ends in the double-loop learning. To teach my students to be creative is not an easy task. Domain-relevant skills， creative-relevant skills and intrinsic task motivation are three indispensible components to cultivate and promote creativity. After my single and double-loop learning， it is concluded that on the basis of professional expertise in art design， to boost my students’ inner interest and enthusiasm by establishing learning organization and self-managed learning with the help of coaching and mentoring is a justified way to improve their creative thinking， and thus raise their level of creativity. To live and to learn， I am expecting my triple-loop learning.
References：
[1]Argyris C.
【Key words】creative thinking； single and double-loop learning； design class
Introduction
The concepts of single and double-loop learning were first introduced by Argyris and Schon in the theories of action. The implication of the concept is that our action may or may not be in line with our espoused theories but its consistence with theories-in-use is without fall. When the “dissonance” took place， we may naturally respond in two ways： firstly， we may seek for other alternative to achieve the same outcome； secondly， we choose another way out and reflect why and why not. The first response is called single-loop learning， and the second double-loop learning. Compared to single-loop learning， double-loop learning therefore involves reflection on values and norms and， by implication， the social structures which were instrumental in their development and which render them meaningful.
Interpreted from individual， process and product aspects， the term creativity can be synthesized to be “the outcome of the interaction between the innovating individual and the social filed”. Closely linked to the creativity is the importance creative thinking possesses. Derived from the qualities of problem solvers， the research generates three major components necessary for individual creativity in any particular domain： domain-relevant skills； creative-relevant skills and intrinsic task motivation.
I. My Single-loop Learning
During my MA study in Britain， I found a sharp contrast in the design class—the British students obviously enjoy finding individualistic ways in their design class to express their artistic ideas without much instructions or guidance from their teachers； whereas for my design students in China， whenever assigned a task， they would chase me for detailed instructions and specifications to meet the standards of high scores. The contrast is so sharp that I cannot help thinking about the root cause. Obviously， students in art design class in the UK have the ability of personal observations and flexible analytical/critical thinking while Chinese art design students only focus on the benefits and drawbacks of the projects. To bridge the gap， I adopt new approaches. The first one is to encourage my Chinese students to attend or even take part in the seminars. The next one is to learn from the failure. In order to provide an initial evaluation of the class and to also give a chance for students to self-assess their study， a teacher will take notice of how to lead students to learning from failure about the design problem， from which students will learn what’s wrong and then offer an initial concept in their own words. Another one is to have the courage to stop the project. When a project is turning from the initial idea to the next period， the most important things for a creative leader is to stop a project rather than to start a project.
II. My Double-loop Learning
Quite out of my expectation， I found my new approach only exerted limited effect in my class and my first loop of learning ends with disappointment and deep curiosity for the root answers. Subsequently， I interviewed and surveyed my students and some colleagues.
The puzzle is that most of my students have no inclination of expressing different ideas in class and their reluctance to get frequent touch with their teacher except they have to. With the missing of processing， reflection and conclusion， no surprise most of them have no clear idea of their preferred teaching patterns， and the same number of them choose relaxed way of lecturing. Therefore， it’s urgent to make a shift from the problem-focused to solution-focused action， and to boost their motivations， especially intrinsic motivation.
Teamwork is the first and foremost step I take in my new loop of learning. Working within a team and adopting different techniques to different timing situation can greatly help my students’ interest to develop their creativity and innovation. Moreover， by building a learning organization model， students’ learning can be supported and managed in their own way under the guidance of teachers. In this way， their interest， engagement and enjoyment can be generated， their performance can be improved， and their potential can be maximized. Besides， self-managed learning is also a productive way of learning and teaching， for it facilitates learners to learn flexibly to contribute considerably to morale. It can also fill the gaps in communication and comprehension. In my class room， this point is of significant value.
Conclusion
Never have I expected my change of thinking could be recorded in this way， nor my pedagogic transition can be justified by the theory of single and double-loop learning. I don’t think my single-loop learning is wrong， for I did figure out some practical solutions for the problems in my art design class， but the question is they are just prescribed action for temporary effect. To solve the problem from the root， more fundamental problems should be found and tackled， which gave rise to my double-loop learning. My paradigm of teaching shift as a natural flow of assumption change， by no means ends in the double-loop learning. To teach my students to be creative is not an easy task. Domain-relevant skills， creative-relevant skills and intrinsic task motivation are three indispensible components to cultivate and promote creativity. After my single and double-loop learning， it is concluded that on the basis of professional expertise in art design， to boost my students’ inner interest and enthusiasm by establishing learning organization and self-managed learning with the help of coaching and mentoring is a justified way to improve their creative thinking， and thus raise their level of creativity. To live and to learn， I am expecting my triple-loop learning.
References：
[1]Argyris C.