The word ‘analyse’ as it is used in today’s context dates from the 1600’s and means to dissect and take to pieces, to examine critically, to resolve something into its elements. Analysing is a more complex thought process than the applying step. Of course, it is hard to apply without some kind of analysis, synthesis, and evaluation. So, when thinking about applying, try to separate the cognitive tasks, teach appropriate levels of each, and assess them.
To take something apart implies that you know its fundamental nature, what comes apart and how to take it apart (i.e., how and in what order). The analysis is often guided by the why as well; this will inform what you are looking for, your approach. These are cognitive skills, not a surprise. And, it is best if you read 12.1 thru 12.3 first. When you consciously teach analysis, you will focus on and concentrate more on the actual task of analysis, what makes a good analysis, how to learn analysis. At the earlier steps, you do not focus so much on the actual task of analysis, but introduce and expose the students to analysis, hopefully not ad hoc and sloppy analysis, but without going deep into analysis itself.
A key part of analysis is looking and seeing. Perhaps the Zen master Qingyuan Weixin said it best about understanding dharma
This explains quite well how novices ‘see’ things and what is happening at the expert level when they understand the true nature or reality. Analysis is all about seeing and understanding; the components, the whole, isolated and in context. It can take ten years of repeated, deliberate practice to become a skilled analyst at the true expert level and it might never happen; it is an individual cognitive skill after all. Some people cannot analyze above the novice level it seems. Not everyone can become a skilled analyst. We hope that most people can acquire knowledge and comprehend it (foundation of the education system), but the rubber hits the road when you start expecting people to use this knowledge and comprehension.
As with most of the skills discussed in the notes, we have been doing them from birth and have developed habits. Everyone analyses. At times, explicitly and at times implicitly, but we are analysing. If the analysis carries with it great significance, risk, or is being compensated for, it makes sense that analysis should not be left to chance and that it should be approached in a professional fashion. Just as professional instructors should analyse their own and their students’ activities efficiently and effectively, we should teach students how to analyse systematically and with intent within their area of study.
