The Three-Step Responsive Flexibility Procedure as an Invisible Fuel of Epistemic Inclusion
In our everyday lives, we are used to communicating spontaneously, looking for confirmation of our impressions and opinions, and finding an audience for our emotions among colleagues. We maintain the same behavior toward people based on the impression we formed about them, which gives us an illusion of stability of their character and frequency of their behavior. “They are always like that,” we seem to say, without giving them a chance to show another facet of their personality or competence, as if the circumstances of the situation do not matter. You only have to change the conditions, and people start to react differently. Hence, by changing the configuration of situational factors, we can influence students' learning investment and arouse their potential. To do so, we need to be curious not about our colleagues' opinions but rather about new information related to the situation to stimulate our reasoning and identify the source of the problem.