1.
Is open-minded and mindful of alternatives
2. Tries to be well-informed
3. Judges well the credibility of sources
4. Identifies conclusions, reasons, and assumptions
5. Judges well the quality of an argument, including the acceptability
of its reasons, assumptions, and evidence
6. Can well develop and defend a reasonable position
7. Asks appropriate clarifying questions
8. Formulates plausible hypotheses; plans experiments well
9. Defines terms in a way appropriate for the context
10. Draws conclusions when warranted, but with caution
11. Integrates all items in this list when deciding what to believe or
do
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Faculty enhance teaching skills in Provost's Academy on Critical Thinking - 0 views
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"Craig Nelson spent a day guiding the faculty through reflective critical thinking activities, making the point that education is changing radically with universities such as MIT making online courses public and with paper-grading services provided in countries such as Bangladesh. After discussing William Perry's stages of intellectual and ethical development in the context of critical thinking, he concluded with this reminder: "If we are only teaching for content, then we can be replaced by computers and graders in Bangladesh. If, however, we are teaching to transform our students, then teachers are indispensible.""
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Global Voices · About - 0 views
globalvoicesonline.org/about
thinking evaluate information_literacy resources international world critical thinking
shared by David McGavock on 07 Jul 11
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Global Voices is a community of more than 300 bloggers and translators around the world who work together to bring you reports from blogs and citizen media everywhere, with emphasis on voices that are not ordinarily heard in international mainstream media. Global Voices seeks to aggregate, curate, and amplify the global conversation online - shining light on places and people other media often ignore. We work to develop tools, institutions and relationships that will help all voices, everywhere, to be heard. Millions of people are blogging, podcasting, and uploading photos, videos, and information across the globe, but unless you know where to look, it can be difficult to find respected and credible voices. Our international team of volunteer authors and part-time editors are active participants in the blogospheres they write about on Global Voices."
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Glean Comparison Search: An Information Literacy research tool to compare search result... - 3 views
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Researchers need the skills to explore all sides of their research topic. Young researchers often search exclusively for material that confirms their pre-existing notions of their topic. This results in confirmation bias. Even experienced researchers can fall prey to this bias. Use comparison searching as a tool to help your students become aware of confirmation bias. Comparison searching enables students to develop more thoughtful and nuanced understanding of their research topics and the way they themselves ask questions and search for information. The process asks students to actively consider and evaluate two or more disparate results sets.
Developing Questions for Critical Thinking - 2 views
farr-integratingit.net/...revisedcog.htm
criticalthinking Bloom's Taxonomy critical education revised
shared by Michael Walker on 30 Jun 10
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The Critical Thinking Co. - What is Critical Thinking? - 1 views
www.criticalthinking.com/articles.html
crap detection critical_thinking information thinking critical
shared by David McGavock on 31 May 10
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Neil Postman - Bullshit and the Art of Crap-Detection « Critical Thinking Sni... - 2 views
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Pomposity: Pomposity is not an especially venal form of bullshit, although it is by no means harmless. There are plenty of people who are daily victimized by pomposity in that they are made to feel less worthy than they have a right to feel by people who use fancy titles, words, phrases, and sentences to obscure their own insufficiencies.
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with the development of the mass media, inanity has suddenly emerged as a major form of language in public matters. The invention of new and various kinds of communication has given a voice and an audience to many people whose opinions would otherwise not be solicited, and who, in fact, have little else but verbal excrement to contribute to public issues.
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“crap-detecting,” originated with Ernest Hemingway who when asked if there were one quality needed, above all others, to be a good writer, replied, “Yes, a built-in, shock-proof, crap detector.”
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Western News - Study calls critical thinking into question - 0 views
communications.uwo.ca/..._into_question__20110203447365
critical thinking institution challenge University resources skills
shared by David McGavock on 07 Mar 11
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whether student apathy is to blame or if the study reflects a fundamental failing in the post-secondary education system.
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“opportunities are there for students who are willing to learn and develop academically. The environment is very rich on university campuses.”
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places more responsibility on educators to encourage comprehensive learning in the university community.
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“It’s up to us to make sure we spark that intellectual curiosity and are able to meet today’s students on today’s terms.”
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“We’ve gone a long while knowing that (critical thinking) is part of what we teach, but we’re not necessarily articulating or reminding students that it’s happening.”
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define critical and creative skills and look at the tools that we have to encourage them, as well as the constraints we face.”
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When asked if he thought Arum’s study would have similar results if conducted in Canada, Doerksen says he would be extremely surprised. “If a student wants to learn, there is an appropriate environment for that here.”
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45 per cent of students made no significant improvement in critical thinking, reasoning or writing skills during the first two years, and 36 per cent showed no improvement after four years of schooling.
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The New Toolkit | the human network - 3 views
blog.futurestreetconsulting.com/...the-new-toolkit
toolkit network hyperconnectivity hyperdistribution hyperintelligence hyperempowerment McLuhan Dunbar MIlgram
shared by David McGavock on 21 Feb 11
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there are roughly 5.4 billion directly addressable individuals on the planet, individuals who can be reached with the correct series of numbers.
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This type of connectivity is not simply unprecedented, nor just a unique feature in human history, this is the kind of qualitative change that leads to a fundamental reorganization in human culture.
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can be termed hyperconnectivity, because it represents the absolute amplification of all the pre-extant characteristics in human communication, extending them to ubiquity and speed-of-light instantaneity.
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Language is a distribution medium, a mechanism to replicate the experience of one person throughout a community.
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any culture which develops effective new mechanisms for knowledge sharing will have greater selection fitness than others that do not, forcing those relatively less fit cultures to either adopt the innovation, in order to preserve themselves, or find themselves pushed to the extreme margins of human existence.
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Where humans are hyperconnected via mobile, a recapitulation of primate ‘grooming behaviors’ appears almost immediately.
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The human instinct is to share that which piques our interest with those to whom we are connected, to reinforce our relations, and to increase our credibility within our networks of relations, both recapitulations of the dual nature of the original human behaviors of sharing.
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Those who possess knowledge also hold power. The desire to conserve that power led the guilds to become increasingly zealous in the defense of their knowledge domains, their ‘secrets of the craft’.
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The advent of Gutenberg’s moveable-type printing press made it effectively impossible to keep secrets in perpetuity.
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he professions of medicine, law, engineering, architecture, etc., emerged from this transition from the guilds into modernity. These professional associations exist for one reason: they assign place, either within the boundaries of the organization, or outside of it. An unlicensed doctor, a lawyer who has not ‘passed the bar’, an uncredentialed architect all represent modern instances of violations of ritual structures that have been with us for at least fifty thousand years.
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There is neither inside nor outside. The entire space of human connection collapses to a point, as everyone connects directly to everyone else, without mediation.
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Both Kenyan farmers and Kerala fishermen9 quickly became irrevocable devotees of the mobile handset that provided them accurate and timely information about competing market prices for their goods.
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Once hyperdistribution acquires a focal point, and becomes synonymous with a knowledge domain, it crosses over into hyperintelligence: the dedicated, hyperconnected hyperdistribution of domain-specific knowledge.
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IV: Hyperempowerment A group of hyperconnected individuals choosing to hyperdistribute their knowledge around an identified domain can engender hyperintelligence.
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The Age of Connection now takes its place alongside these earlier epochs in humanity's story. We are being retribalized, in the midst of rising urbanization. The dynamic individuality of the city confronts the static conformity of the tribe. This basic tension forms the fuel of 21st century culture, and will continue to generate both heat and light for at least the next generation. Human behavior, human beliefs and human relations are all reorganizing themselves around connectivity. It is here, therefore, that we must begin our analysis of the toolkit.
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John Seely Brown & Cognitive Apprenticeship - 1 views
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Learners enter a culture of practice. Acquisition, development and application of cognitive tools in a learning domain is based on activity in learning and knowledge. Enculturation (social interaction) and context (learning environment) are powerful components of learning in this model.
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In traditional classroom approaches, the teacher's thinking processes are usually invisible and operate outside of conscious awareness, even for the teacher. The goal of cognitive apprenticeship is to make the thinking processes of a learning activity visible to both the students and the teacher.
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The legitimacy of prior learning and knowledge of new students is respected, and is drawn upon as scaffolding in tasks which initially seem unfamiliar or difficult to learners.
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Cognitive apprenticeship can be especially effective when teaching complex, cognitive skills such as reading comprehension, essay writing, and mathematical problem solving.
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Can neuroscience inform management accountants? | CIMA Financial Management Magazine - 1 views
www.fm-magazine.com/...-inform-management-accountants
neuroscience management financial management accountants
shared by David McGavock on 22 Jun 12
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In business we regularly have to consider what level of risk is acceptable to the organisation. Management control systems typically assume that people adhere to some rational decision rules and are able to estimate the probabilities and values of future outcomes.
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Pre-neuro behavioural studies have shown that this is most often not the case. Moreover, the way in which alternatives to a decision are presented to people affects their opinion about them and their choice between them.
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Behavioural economics shows that if alternatives are framed as gains, decision-makers usually opt for safer options, thereby exhibiting risk-averse behaviour, but they reverse their choice when alternatives are framed as losses.
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Management accountants need to consider what kind of presentation of information may reduce hidden fear and anxiety.
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Management accountants need to provide management with overviews of the inter-temporal consequences of managerial decisions
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People simply have such a strong preference for sooner rather than later (positive) outcomes that it appears to be hard to change that.
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Neuroscientific research may provide a starting point in the analysis and solution of this problem, as its results suggest that humans’ preference for short-term outcomes is the consequence of the emotional system’s strong response to immediate, rather than to delayed, rewards.
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When applying neuroscientific methods for fundamental or applied research, management accountants have to deal with at least four challenges.
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First, neuroscience requires a mastery of observation techniques that are not the normal repertoire of social researchers
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Second, given the technological complexities of neuroscientific research, it is crucial to develop cooperation in multidisciplinary teams consisting of neurologists, economists and psychologists, as well as management accountants.
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