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Thursday, November 14, 2013
Thursday, November 7, 2013
Thursday, October 31, 2013
Thursday, October 24, 2013
Viewpoints in critical thinking
Thursday, October 10, 2013
Thursday, September 26, 2013
Thursday, September 19, 2013
Memory -- What Is It? -- CRCB C3
· What is Memory?
· Sensory Memory
· Attention
· Intention
· Short-Term Memory
· Chunking
· Rehearsal
· Long-Term Memory
· Organizing Information
· Master Difficult Vocabulary
· Create a Memory Matrix
· Connect New Information with What You Already Know
· Note Comparisons
· Go Beyond Textbook Information
· Review
· Teach It!
Wednesday, September 11, 2013
Common Cents
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| Only one of these images of a penny is correct. Which one is it? Check your answer and find out "what's going on" by clicking on a coin. |
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TFY C2 Web Links
| Web Links | |
| Concept | |
| Here Answers.com broadens our understanding of the word concept through dictionary and encyclopedia definitions as applied to philosophy and the sciences. | |
| Etymology | |
| This site offers an etymologic quiz for guessing the origins of words. Can you get the right answers on the basis of logical reasoning? | |
| From Senses to Words | |
| Study the way Diane Ackerman uses language to explore “the mute sense” of smell in this excerpt taken from her book A Natural History of the Senses. Click on “Search inside this book” to read the first pages of this excerpt. | |
| Malcolm X | |
| Learn more about this charismatic figure, his life and career. | |
| Theories about Truth | |
| Compare your findings about definitions to this Wikipedia discussion that includes philosophical theories about the nature of truth. | |
| Truth | |
| At Humanityquest.com compare the definitions of truth given in a long list of dictionaries. You might also try the same for the word reality. You can also do a Google search on the wordtruth that will bring up a list of definitions across the web. | |
| Word Connotation | |
| At this site note how the word connotation is given numerous definitions. Studying and comparing each one can help us expand our understanding of the meaning of the term. |
Thursday, September 5, 2013
Wednesday, August 28, 2013
Harvard University’s list of skills that make an “educated person
The ability to define problems without a guide.
The ability to ask hard questions which challenge prevailing assumptions.
The ability to quickly assimilate needed data from masses of irrelevant information.
The ability to work in teams without guidance.
The ability to work absolutely alone.
The ability to persuade others that your course is the right one.
The ability to conceptualize and reorganize information into new patterns.
The ability to discuss ideas with an eye toward application.
The ability to think inductively, deductively and dialectically.
The ability to attack problems heuristically.
The ability to ask hard questions which challenge prevailing assumptions.
The ability to quickly assimilate needed data from masses of irrelevant information.
The ability to work in teams without guidance.
The ability to work absolutely alone.
The ability to persuade others that your course is the right one.
The ability to conceptualize and reorganize information into new patterns.
The ability to discuss ideas with an eye toward application.
The ability to think inductively, deductively and dialectically.
The ability to attack problems heuristically.
Tuesday, July 16, 2013
Monday, July 8, 2013
Perspectivism
Perspectivism
Perspectivism is the philosophical view developed by Friedrich Nietzsche that all ideations take place from particular perspectives. This means that there are many possible conceptual schemes, or perspectives in which judgment of truth or value can be made. This is often taken to imply that no way of seeing the world can be taken as definitively "true", but does not necessarily entailthat all perspectives are equally valid.
View
Perspectivism rejects objective metaphysics as impossible, claiming that no evaluation of objectivity can transcend cultural formations or subjective designations. Therefore, there are no objective facts, nor any knowledge of a thing-in-itself. Truth is separated from any particular vantage point, and so there are no ethical orepistemological absolutes. Rules (i.e., those of philosophy, the scientific method, etc.) are constantly reassessed according to the circumstances of individual perspectives. "Truth" is thus created by integrating different vantage points together.
People always adopt perspectives by default – whether they are aware of it or not – and the concepts of one's existence are defined by the circumstances surrounding that individual. Truth is made by and for individuals and peoples. This view differs from many types of relativism which consider the truth of a particular proposition as something that altogether cannot be evaluatedwith respect to an "absolute truth",[citation needed]without taking into consideration culture and context.
This view is outlined in an aphorism from Nietzsche's posthumously-assembled collectionThe Will to Power:
In so far as the word “knowledge” has any meaning, the world is knowable; but it is interpretable otherwise, it has no meaning behind it, but countless meanings.—"Perspectivism."It is our needs that interpret the world; our drives and their For and Against.[emphasis added] Every drive is a kind of lust to rule; each one has its perspective that it would like to compel all the other drives to accept as a norm.— Friedrich Nietzsche; trans. Walter Kaufmann , The Will to Power, §481 (1883-1888)
INTERPRETATION
Richard Schacht, in his interpretation of Nietzsche's thought, argues that this can be expanded into a revised form of "objectivity" in relation to "subjectivity" as an aggregate of singular viewpoints that illuminate, for example, a particular idea in seemingly self-contradictory ways but upon closer inspection would reveal a difference of contextuality and of rule by which such an idea (e.g., that is fundamentally perspectival) can be validated. Therefore, it can be said each perspective is subsumed into and, taking account of its individuated context, adds to the overall objective measure of a proposition under examination. Nevertheless, perspectivism does not implicate any method of inquiry nor astructural theory of knowledge in general.
See also
- Anekantavada, a fundamental doctrine of Jainism setting forth a pluralistic metaphysics
- Conceptual framework
- Consilience, the unity of knowledge
- Constructivist epistemology
- Empathy
- Fallibilism
- Intersubjectivity
- Metaphilosophy
- Moral nihilism
- Moral skepticism
- Multiperspectivalism, a current in Calvinistepistemology
- Philosophy of Friedrich Nietzsche
- Relativism
- Rhizome (philosophy)
- Truth is Subjectivity, a concept on subjectivity bySøren Kierkegaard
- Value pluralism
-- 07 -- Opinions - Moral Arguments
-- 07 -- Opinions - Moral Arguments
TPCT Ch. 11: Judging Moral Arguments and TheoriesReview ePortfolio 1
Chapter Six Opinions
This chapter explores that familiar word opinion and examines the way it affects our ability to think critically. Again we have a familiar but confusing word that can be used in many different ways. Exercises are offered to help you assess your understanding of the different varieties of opinion. Writing applications ask you to test and expand what you know into essays that articulate, support, describe, or analyze opinions. Readings show you how professional writers can present support for an opinion; in one case through direct statement, and in a second case through a satirical sub-statement.
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Tuesday, June 25, 2013
Reading - Time Management
MANAGING YOUR READING TIME
Those in a hurry do not arrive.
Zen Saying
I. What is Efficient Reading?
II. Tips for Efficient Reading
· Know Reading Averages
· Track Your Reading Rates
· Understand Speed Reading
· Reading Quickly
· Regression
· Subvocalization
· Pacing
· Developing a Reading Plan
III. Test Taking and Time Management
IV. Practice with Reading
V. Chapter Summary
VI. Post-Test
MANAGING READING TIME
Comprehension should be your main reading goal, not how fast you read.
· Develop a general study schedule that shows specifically when you plan to study for each class and for how long.
· Choose the times you study based on when you are most alert, and determine the length of time of each study session using your reading averages for the subjects you are taking.
· Track your reading rates so you can create daily reading plans that set realistic goals for your classes each week.
The following reading tips are presented in this chapter and will contribute to your becoming a more efficient reader:
· reading quickly, when it is appropriate
· skimming
· regressing or rereading
· subvocalizing
· pacing
The goal of critical reading is to "slow down" and take time to digest what you are reading. It is a thinking process. Thinking takes time. Explain to students that although they should be aware of how fast they read so they can pace themselves, plan their study time accordingly, and improve their reading efficiency, speed is NOT the goal of critical reading. In this chapter they will learn that different rates are appropriate for different types of reading. Most speed-reading programs are neither too concerned with comprehension nor designed for textbook reading. Have students go back to their learning journals to write about what they just learned.
table 4.1
Number of Pages Read
Subject: ___________________
Session Number | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
Date | ||||||||||||||
Number of Pages Read |
TABLE 4.2
GRAPHING READING RATES
Session | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
Date | ||||||||||||||
60 | ||||||||||||||
55 | ||||||||||||||
50 | ||||||||||||||
45 | ||||||||||||||
40 | ||||||||||||||
35 | ||||||||||||||
30 | ||||||||||||||
25 | ||||||||||||||
20 | ||||||||||||||
15 | ||||||||||||||
10 | ||||||||||||||
5 | ||||||||||||||
Pages Per Hour |
supplemental exercises
There are three supplemental exercises for this chapter. Information about each is provided on this page and the related material follows on separate pages that you can print out for use with your students.
Exercise 4-1: Academic Tracking Calendar. (Student material on page 63)
Have students get into the habit of marking down important dates (appointments, events, exams, and deadlines) for each month. This teaches them that it’s important to be aware of time. The more conscious they are of due dates and other important events, the more they will be in control of their time, and the more effective they will be in using it. This calendar is used to flag unusual dates, unlike a semester schedule that doesn’t vary.
Exercise 4-2: Goal Setting Exercise #1: Goals and Professional Commitment
Have students respond to the following four questions in their learning journals:
1. What do you intend to accomplish by the end of today?
2. What do you intend to accomplish by the end of the week?
3. What do you intend to accomplish in twelve months?
4. What do you intend to accomplish in five years?
Then ask them to answer questions five.
5. If you won a million dollars tomorrow, how would you rewrite goals 3 and 4?
(Give students five minutes to rewrite these goals.)
Explain to students that if they changed their goals as a result of winning money, especially #4, they probably don’t have a strong commitment to pursuing them. If they are planning on becoming a teacher, for example, but would not choose this career if they became rich, they may not have chosen goals that are sufficiently meaningful to them.
If their goals changed dramatically, have them discuss why in class. If they aren’t really committed to a profession, they may benefit from career counseling.
Exercise 4-3: Goal Setting Exercise #2: Defining Specific Goals (student material on page 64)
Have students complete this worksheet which is designed to help them clarify their goals.
chapter four: exercise 4-1
ACADEMIC TRACKING CALENDAR
Month _______________ Important Dates (Deadlines, Meetings, Exams, Events)
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
chapter four: exercise 4-3
GOAL SETTING WORKSHEET
In order to manage your time effectively, you need to be clear about your goals. The more clearly defined they are, the more likely it is that you will achieve them. The purpose of this worksheet is to have you think about and select a series of goals, and learn how to write clear objectives to help you attain them.
DAILY GOALS
First: Brainstorm
List five goals – things that you intend to accomplish today.
Second: Prioritize
Number the goals, listing them in order of importance.
Third: Identify
Identify each goal as “M” (mine) or “O” (someone else’s goal for you).
Fourth: Specify
Detail how you will achieve the goals you have selected. Be specific – for example, indicate time, place, reason, method, and priority.
Example: Attend reading class on time
Priority | Goal | Identify | Place | Reason | Method |
1 | COLLS 053 | M | MC-115 | Keep grade up | Get up one hour earlier |
Intermediate Term Goals:
Using the same method as you did for your five daily goals, select three goals you want to accomplish by this time next week.
Long Term Goals:
Finally, brainstorm two major goals that you want to accomplish by this date next year. For example, select a major, get your own apartment, apply to UM Law School. Prioritize your goals, identify them as “M” or “O”; and specify how you will accomplish each (when, how, where etc.).
supplemental vocabulary quiz
Answers
Chapter FOUR vocabulary QUIZ
Across
1 at fault, blame
5 compassion, feel how someone feels
9 thinking about what you are reading
12 comprehending text at an appropriate reading rate
Down
1 struggled
2 reading groups of words
3 using your finger to guide your reading
4 rest, relief
6 small amount
7 diagnose the reason for own demise
8 deep, wise, insightful
10 reading only some of the words
11 summon, call up
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