A Three-Level Model for Critical Thinking: Critical Alertness, Critical Reflection, and Critical Analysis

Author(s):  
Fritz K. Oser ◽  
Horst Biedermann
2020 ◽  
Vol 22 (4) ◽  
pp. 528-540
Author(s):  
Euclides Nenga Manuel Sacomboio

The global community is racing to slow down and eventually stop the spread of COVID-19, which is a pandemic that has killed thousands of lives and made tens of thousands sick. The new coronavirus has already reached Angola, with 25 confirmed cases, among them 2 died and 6 were cured. The government has decreed a state of emergency on 24 March 2020 for 15 days, which was extended twice for the same number of days that will make it possible to reduce clusters of people and keep them at home. This study reflected on the diverse ways of leadership. It is an article of theoretical, technical and scientific reflection, based on the experience of a new epidemiological situation, with a critical analysis based on technical, scientific and professional experience, with bibliographic input of data obtained from information published in scientific articles, newspapers, magazines and other official documents published in Angola and worldwide related to COVID-19. This article emerged from critical thinking based on the current situation of COVID-19 in Angola in the world and is reflected in this article, what Angola should learn and learned from the experience of other countries that also imported the disease, their history of investment in health, characteristics of their populations, their economies and other aspects.


Author(s):  
Eric C. Otto

     Read as apocalyptic ecothrillers, Frank Schätzing’s The Swarm and Liz Jensen’s The Rapture do not offer much in the way of critical reflection on the ecocatastrophes they stage. The Swarm’s focus on the feat of confronting the violent efforts of a superintelligent, deep-sea species to protect its ocean habitat against continued human exploitation and The Rapture’s focus on the feat of locating on time the psychically-predicted disaster zone of an impending undersea calamity overshadow their more than occasional spotlighting of, for example, the dangers of methane hydrate mining. Science fiction, however, requires readers to be attentive to those narrative moments when incongruities between the known world and the extrapolated world of the text emerge with critical, not just plot-supporting, purpose. Fundamental to the reading and interpretation of science fiction is the reader’s awareness of the genre’s extrapolative practice, which connects the now with the imagined then and therefore instigates critical thinking about present human practices. Read as extrapolative science fiction, The Swarm and The Rapture gain merit as ecopolitical works, for “science fiction reading” mobilizes the latent ecopolitics of ecothrillers, ecopolitics that “ecothriller reading” would otherwise diminish or fail to notice.   Resumen               Considerados ecothrillers apocalípticos, The Swarm de Frank Schätzing y The Rapture de Liz Jensen no ofrecen mucha reflexión crítica sobre las eco-catástrofes que presentan. The Swarm se centra en los violentos esfuerzos de una especie superinteligente que habita las profundidades para proteger su hábitat marino frente a la continua explotación humana. Por su parte,  al centrarse The Rapture en la hazaña de ubicar en el tiempo la zona catastrófica de un desastre submarino inminente que ha sido predicho psicológicamente, se eclipsan las más que ocasionales referencias a, por ejemplo, los peligros de la minería de hidrato de metano. La ciencia ficción, sin embargo, requiere que los lectores estén atentos a esos momentos narrativos en los que las incongruencias entre el mundo conocido y el mundo extrapolado del texto surjan con objetivo crítico, y no sólo para respaldar el argumento. Es fundamental para la lectura y la interpretación de la ciencia ficción la conciencia por parte del lector de la práctica extrapolativa del género, que conecta el ahora con el entonces imaginado, incitando así a reflexionar críticamente sobre el comportamiento humano en la actualidad. Considerados ciencia ficción extrapolativa, The Swarm y The Rapture ganan mérito como obras eco-políticas, porque "la lectura de ciencia ficción" moviliza la eco-política latente de  los eco-thrillers – eco-política que en "la lectura de eco-thrillers" de otra forma pasaría desapercibida.


2019 ◽  
pp. 1-93
Author(s):  
Shailendra Singh ◽  
Vishal Gupta

This chapter presents a review of research in the area of organizational performance in India during the last decade, which has become a challenge for organizations and management researchers. The chapter begins with a critical analysis of the nature of performance measurement and associated challenges. Next, it summarizes the research that has linked individual-level, group-level, and organization-level variables to organizational performance. The theoretical and conceptual contributions, limitations, gaps, and the scope of future research in the field are presented by the contributors. Finally, a multi-level model has been presented that provides a process framework, which links antecedent variables to organizational performance. The framework provides a set of working hypotheses for future organizational performance research in the Indian context.


2020 ◽  
Vol 12 (33) ◽  
Author(s):  
Yudha Andana Prawira ◽  
Titim Kurnia

The National Education World is currently trying to improve the ability of its students to think critically and creatively. One of these efforts has been pursued through evaluations that also lead to critical reflection. This research is a descriptive analysis of the final semester evaluation questions that are examined from the point of view of high-level thinking [HOTS]. The reference to the HOTS criteria is that the researcher refers to the opinions of King and his friends. From the manuscript data, the issues examined are samples from the Bandung area. The results of the analysis show that 10 out of 15 HOTS ranges proposed by King are already included in the scripts made by the teachers. On the one hand, it shows the teacher's creativity in compiling questions. On the other hand, all these questions do not refer to the HOTS criteria as planned. Therefore, there is a need to increase teachers' skills in compiling scripts as HOTS. This increase can be done through teacher training.Keywords: Evaluation, HOTS, critical thinking and creativity thingking


2012 ◽  
Vol 12 (5) ◽  
pp. 554-564 ◽  
Author(s):  
Theresa L Petray

Critically engaged activist research blends a theoretical approach towards power and resistance with a practical methodology for ethnographies of social movements. However, when undertaking this sort of research it can be easy to lose sight of critical analysis because of the political emotions that researchers share with activist participants. I was reminded of the need for critical reflection by a particularly jarring ethnographic moment: during a quiet, early morning walk through Brisbane’s Musgrave Park I became a witness in a murder investigation. This moment, and the aftermath of it, led me to critically analyse my own political emotions and those of my research participants. This article examines the role of activist researchers through the lens of my moment in the park. I argue that, while it is important to share political emotions with research participants, activist researchers must remain reflexive and critical of those emotions.


Author(s):  
Antonella Poce ◽  
Francesca Amenduni

Currently, educational policymakers identify Critical Thinking (CT) as an essential aspect of progress and knowledge growth in any field and in the broad society. Peer interactions and individual writing are helpful pedagogical strategies for CT development that could be enhanced by the use of technologies (Guiller, Durndell, & Ross, 2008). Starting from the above-mentioned evidence, a university module was designed by combining collaborative and creative writing with the critical analysis of literary texts and the fruition of figurative arts. 123 students worked in groups and their CT level was assessed at different times of the course. Most of the students’ groups showed an increase in their CT level whilst a few did not. The difficulties in the management of group dynamics corresponded to the decreasing CT level. On the contrary, groups able to organize their work improved their CT throughout the course. Additionally, students’ work modes had an impact on their performance at different CT tasks. The research results could be used to improve university course design for CT education.


Author(s):  
Aleksandr V. Zaytsev

The article discusses the innovative method of critical thinking or, more precisely, critical reflection in the field of education, formulated by the American philosopher and twentieth-century educator John Dewey. The author shows that the development of John Dewey of this method has passed practical approbation in a number of American schools, has received positive feedback and has been introduced into the pedagogic and educational practice. The "critical thinking" theory of has not lost its topicality in modern conditions.


2020 ◽  
pp. 66-70
Author(s):  
Elena Aleksandrovna Fominykh

The problem of using schemes and schematization for teaching philosophy is discussed in the article. The purpose of the article is to analyze methodical aspects of schematization when teaching philosophy to students with non-philosophy majors. Methods of research. During the study, the analysis of study guides containing schemes and tables was carried out. Some problems of schematization, its strengths and weaknesses are defined. Work with schemes at classes and independent work is considered. Special attention was paid to methodical recommendations on schematization. Based on the results of the study, conclusions were made about difficulty of using schemes when teaching philosophy. It is outlined that schematization can simplify a philosophical problem so far as to distort it, but it can also foster learning new educational material. Analysis of study guides containing schemes and tables presents a substantial difference between them as well as variations of applying them in learning process. Schematization can be used for systematizing learning materials, development of critical thinking, seeking and implementing solutions. The author emphasizes effectiveness of supplying schemes and critical analysis, making schemes by students at individual and group work. It is concluded that schematization is taken as an effective method of teaching philosophy to students with non-philosophy majors.


2021 ◽  
Vol 2 (4) ◽  
pp. 70-76
Author(s):  
M. Adeyinka Akapo ◽  

Looking at the history of philosophy, one will see that philosophy is often credited with the attributes of critical thinking, hence, critical thinking is always discussed as a tool of or the same as philosophy. Whereas it seems almost impossible to find philosophy or philosophizing without critical thinking, it may not be true to say that they are the same. This work therefore, demonstrates that philosophy and critical thinking are very complementary, but are not same, and critical thinking is not a tool of philosophy. It agrees that philosophy is the mother, but show that critical thinking is the father, of rational enquiries. For long, critical thinking and philosophy have served to produce results of rational enquiry hence the identification of the critical thinking DNA as is found in all the results of rational and creative thought. Adopting the method of critical analysis, this work concludes that critical thinking should be seen and appreciated for what it is and that it is better for all disciplines to emphasize the need and role of their paternal (critical thinking) DNA as it is what brings them to their pragmatic utilitarian value.


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