Hans-Jürgen Syberberg, the Film Director as Critical Thinker

2017 ◽  
Keyword(s):  
Critical Thinker

scholarly journals The Power and Discursive Abuse of the Media: Hate and Discrimination as Social Consequences Presentation and Interview with the Socio-Cognitive Thinker Dr. Teun A. Van Dijk

2021 ◽  
Vol 3 (12) ◽  
pp. 172-175
Author(s):  
Mohamed el Mouden
Keyword(s):  
Critical Analysis ◽  
Social Consequences ◽  
The Other ◽  
Discursive Strategies ◽  
The Media ◽  
Critical Thinker

In this work, the Dutch critical thinker and the socio-cognitive researcher on discourse and power issues, Teun A. Van Dijk, gives us a critical analysis of power and its discursive strategies for domination. It exposes us some forms of abuse of speech on the part of power (such as the media) that end up provoking hate discrimination and rejection of the other.

scholarly journals A Critical Thinker Abroad

1986 ◽  
Vol 8 (3) ◽  
Author(s):  
John Hoaglund
Keyword(s):  
Critical Thinker

Be a Critical Thinker When You Read

2007 ◽  
Vol 26 (5) ◽  
pp. 325-327 ◽  
Author(s):  
Carol Watters
Keyword(s):  
Critical Thinker

scholarly journals Critical Thinking Skills Reviewed from Communication Skills of the Primary School Students in STEM-Based Project-Based Learning Model

2020 ◽  
Vol 9 (3) ◽  
pp. 311-320
Author(s):  
Zaini Oktavia ◽  
Saiful Ridlo
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Communication Skills ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
School Students ◽  
Critical Thinker ◽  
Public Primary School

Critical thinking skills are important to practice early on in elementary school. It is believed that STEM based education could  trigger the students to more critical. Individuals who have critical thinking skills will be able to communicate well. Many research results show that critical thinking skills can be stimulated by applying project-based learning in class. This research aims to describe critical thinking skills based on communication skills by using STEM-based Project-Based Learning. The research is a mixed-methods study. The population of this research consisted of fifth graders of Public Primary School 3 Pakis. The research instruments used were critical thinking skills tests, communication skills questionnaires and interview guidelines. The quantitative data was selected by purposive sampling technique. The qualitative data was based on the communication skills levels: high, moderate, and low. Based on the triangulation data it shows that students with high critical thinking skills reached the aspect of analyzing arguments; the moderate level could achieved simple aspects of explanation; while the lower level critical thinker only reaches the aspect of focusing questions. The STEM approach applied in project-based learning is able to encourage students to be able to communicate verbally and improve their critical thinking skills in solving problems.

scholarly journals Al-Biruni: A Muslim Critical Thinker

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Mohammad Noviani Ardi ◽  
Fatimah Binti Abdullah ◽  
Shihab Al-Tamimi
Keyword(s):  
Critical Thinker

scholarly journals Science and Charity, Educational therapy and active learning, increasing brain intelligence or heart intelligence

2019 ◽  
Vol 3 (2) ◽  
pp. 59-66
Author(s):  
Aan Eko Khusni Ubaidillah
Keyword(s):  
Active Learning ◽  
Real World ◽  
The Real ◽  
Concepts Of Knowledge ◽  
Heart Intelligence ◽  
Critical Thinker ◽  
Real Practice ◽  
Educational Therapy ◽  
Creativity And Innovation ◽  
Percentage Ratio

Transhumanism, a unique cyber entity perspective, posthumanism offers a unique integration between agency, memory and imagination in a philosophical way to achieve a harmonious ecology harmony that is developing and interrelated, increasing the education provided to graduates is necessary. The purpose of this paper discusses learning of Science and Charity, how education therapy and active learning, as well as improving brain intelligence or heart intelligence. From the results of the discussion it was concluded: 1) Various studies related to the phenomenon of the era of education 4.0 in general need to improve the education given to graduates therefore if society changes, schools need to change preparing students for the real world, rather than instead isolating students from the real world because students need to be a critical thinker and ready to solve problems, collaborate and communicate; 2) Education must teach the renewal of capacity to create, identify issues regarding current situations and actively provide solutions through the integration of faith, knowledge, charity or creed, shari'ah, morals; 3) Education must provide an ideal mode of therapy Lecture, Reading, Audiovisual, Demonstration, Discussion, Practice and Real Practice with a percentage ratio of 5: 10: 20: 30: 50: 75: 90, or use other patterns and not 100% lecture; 4) educational elements and principals must understand the concepts of knowledge for practice and knowledge in practice which consists of different varieties of knowledge as competitors or complementary such as formal knowledge (referring to theory or research and law or policy) and informal (referring to the practice of wisdom, experience personal, intuitive and tacit knowledge); 5) Other countries are fast advancing on the basis of creativity and innovation as the drivers of the knowledge economy by shifting the education system with the core of considering the abilities and talents of individuals and to create new knowledge.

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