Using Argumentation to Develop Critical Thinking About Social Issues in the Classroom

2021 ◽  
pp. 508-522
Author(s):  
N. Leigh Boyd
Keyword(s):  
Critical Thinking ◽  
Theory Of Mind ◽  
Real World ◽  
Social Issues ◽  
World Today ◽  
The World ◽  
Framework For Teaching ◽  
The Impact ◽  
Dialogic Argumentation

Thanks to the polarized nature of politics in the world today, students need to learn how to think critically about social issues. Argumentation can be both a type of critical thinking and a tool with which to teach students to think critically about social issues. This chapter lays out a framework for teaching students how to develop critical thinking about real world issues through the use of dialogic argumentation. The impact of dialogic argumentative activities in the classroom are discussed, particularly as they relate to the development of metacognition and theory of mind, as well as how they help students develop an “inner-locutor” that allows them to evaluate both their position and opposing positions. Finally, a model for how these elements contribute to students' value-loaded critical thinking about social issues is outlined.

Using Argumentation to Develop Critical Thinking About Social Issues in the Classroom

2019 ◽  
pp. 135-149
Author(s):  
N. Leigh Boyd
Keyword(s):  
Critical Thinking ◽  
Theory Of Mind ◽  
Real World ◽  
Social Issues ◽  
World Today ◽  
The World ◽  
Framework For Teaching ◽  
The Impact ◽  
Dialogic Argumentation

Thanks to the polarized nature of politics in the world today, students need to learn how to think critically about social issues. Argumentation can be both a type of critical thinking and a tool with which to teach students to think critically about social issues. This chapter lays out a framework for teaching students how to develop critical thinking about real world issues through the use of dialogic argumentation. The impact of dialogic argumentative activities in the classroom are discussed, particularly as they relate to the development of metacognition and theory of mind, as well as how they help students develop an “inner-locutor” that allows them to evaluate both their position and opposing positions. Finally, a model for how these elements contribute to students' value-loaded critical thinking about social issues is outlined.

scholarly journals Assessment of Undergraduates’ Real-World Outcomes of Critical Thinking in Everyday Situations

2017 ◽  
Vol 120 (4) ◽  
pp. 707-720 ◽  
Author(s):  
Amanda R. Franco ◽  
Patrício S. Costa ◽  
Heather A. Butler ◽  
Leandro S. Almeida
Keyword(s):  
Critical Thinking ◽  
Life Events ◽  
Real World ◽  
Cognitive Skills ◽  
Negative Life Events ◽  
Self Report ◽  
First Year Students ◽  
Portuguese Version ◽  
Original Proposal ◽  
The Impact

Critical thinking is a kind of “good” thinking that integrates a set of cognitive skills and dispositions to use those skills with knowledge to increase the chances of success in academic settings, job market, and daily life. The impact of critical thinking on life events, in face of everyday decisions and challenges, is still unclear, and further research is needed. In this exploratory study, a sample of 230 first-year students of a Bachelor’s Degree or a Master’s Degree in Portugal completed an experimental Portuguese version of the Real-World Outcomes, a self-report inventory measuring everyday negative life events that are mediated by a lack of critical thinking. Based on exploratory factor analysis results and theoretical premises, changes were made to the Portuguese version of the inventory that was administered, and items were aggregated into six dimensions, creating a new version that is more familiar to Portuguese young adults in college. This original proposal of the inventory presents six types of negative life events resulting from a lack of critical thinking: health neglect, mismanagement, slackness, poor impulse control, academic negligence, and rashness. Both limitations and future potentialities of this version are presented.

Seeing Things with Your Own Eyes: Steven Cheung’s Example for Economists

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Alexandra Benham ◽  
Lee Benham
Keyword(s):  
Real World ◽  
80Th Birthday ◽  
Personal Observation ◽  
The World ◽  
Business Experience ◽  
Special Occasion ◽  
Douglass North ◽  
The Impact

AbstractWe are delighted to be present today to share in the celebration of Steven Cheung’s 80th birthday. We bring best wishes from several others who could not be here – Yoram Barzel, Chris Hall, and Douglass North. Congratulations to Steve and thanks to Linda for this special occasion. Steve, congratulations on your keen observation, your broad experience, and the impact of your ideas. Our subject today is Steven Cheung’s advice to economists: that personal observation and real-world business experience can lead economists to greater insights and fewer errors. In his own words: “The world is my laboratory and I want to see things with my own eyes.” We certainly could use better economics. Is Steve right? And if he is right, how to implement his advice?

An Overview of the Worldwide Rise and Expansion of Home Education Homeschooling

2021 ◽  
pp. 1-18
Author(s):  
Brian D. Ray
Keyword(s):  
Current Situation ◽  
Future Research ◽  
Home Education ◽  
Social And Emotional ◽  
World Today ◽  
Emotional Outcomes ◽  
The World ◽  
The Usa ◽  
The Impact

This chapter outlines the current situation about homeschooling across the world today. It highlights its enormous growth over the last 40 or 50 years, since its reintroduction in the USA and the impact that has had on the world homeschooling movement. It describes the contested outcomes of home education, including the evidence that students' academic, social, and emotional outcomes are higher while also providing a solid basis for ‘graduates' of home education to experience success in adulthood. Theorizing the roots of this success, the chapter looks at the measures of success and the theoretical bases of the success of the mainstream schooled and explores how the features that make a successful graduate of mainstream schools are naturally and almost exclusively present in the home education setting, Finally, it considers how the current turn against home education and suggests how future research might be useful to counter these negative discourses about the practice while understanding this growing cohort of children across the world today.

scholarly journals Critical Media Effects Framework: Bridging Critical Cultural Communication and Media Effects through Power, Intersectionality, Context, and Agency

2020 ◽  
Vol 70 (3) ◽  
pp. 379-400 ◽  
Author(s):  
Srividya Ramasubramanian ◽  
Omotayo O Banjo
Keyword(s):  
Media Effects ◽  
Social Issues ◽  
Dominant Mode ◽  
Cultural Communication ◽  
Collaborative Partnerships ◽  
Future Directions ◽  
World Today ◽  
The World ◽  
Critical Media ◽  
Social Scientific

Abstract In this essay, we advance the Critical Media Effects (CME) framework as a way of bridging two major subfields of communication that seldom speak to one another: media effects scholarship and critical cultural communication. Critical Media Effects is situated within the dominant mode of social scientific theorizing within media effects scholarship and draws on four key interrelated concepts from critical cultural communication: power, intersectionality, context, and agency. Critical Media Effects advocates for greater reflexivity, rigor, and nuance in theorizing about media effects to better respond to the complexity and dynamicity of emerging global sociopolitical mediated contexts. Recommendations, salient examples, and future directions for co-creating a shared research roadmap for CME are discussed. Through this work of bridging, we hope to promote more collaborative partnerships, productive engagement, and mutual solidarity across these two important subfields to address the most pressing social issues and challenges of the world today.

A Journey Down The Lane In Past Memories Rohinton Mistry’s Aspects of Immigration

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Vikas Jaolkar
Keyword(s):  
Cultural Heritage ◽  
Acute Pain ◽  
Real World ◽  
Home Country ◽  
The Real ◽  
Rohinton Mistry ◽  
The People ◽  
The World ◽  
Five Senses ◽  
The Impact

  Rohinton Mistry was born and brought up in Mumbai in the mid fifty’s, migrated to Canada at the age of 23. Mistry belongs to that class of the Indian authors who shifted their base from India to somewhere else but throughout their lives continue missing their mother land. We can easily recall a beautiful song of the movie “Namste London” which says “Main Jahan rahoon main kahin bhi rahoon Teri yaad saath he” means “where ever I am but your memories are always there with me.” The acute pain and feeling of not being with the people who are like you, who speaks your language can be better , felt and expressed by exiled or immigrant writers . Such people might be physically away from their own motherland but deep in their hearts always keep on missing their motherland. According to Hudson “A nation’s life has its moods of exultation and depression, its epochs a strong faith and strenuous idealism now of doubt struggle and disillusion, now of unbelief and flippant disregard for the sanctities of existence and while the manner of expression will vary greatly with the individuality of each writer the dominant spirit of the hour whatever they may be will directly or indirectly reveal itself in his work”. (1) According to Goethe’s statement “Everyman is the citizen of his age as well as of his country.”(2) The impact and influence of the age, psyche, cultural heritage and political up down on the Author’s mind is due to the fact that later is constantly influenced by the spirit of all above fastness and reacts to it vividly and vigorously. Although he left India in 1975 and does not often go back, Mistry told a British Magazine that he feels no hindrance in writing about this home country “So far I have had no difficulty writing about it, even though I have been away for so long”, he said “All fiction relies on the real world in the sense that we all face in the world through our five senses and we accumulate details, consciously or subconsciously. This accumulation of debt can be drawn on when you write fiction. (3) The beauty and delicacy with which Mistry has portrayed the experience of immigration, the immense pain of not being with your own people, no author has done it so far.

scholarly journals Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Linda De Wet ◽  
Sue Walker
Keyword(s):  
Critical Thinking ◽  
Student Perceptions ◽  
Real World ◽  
Formal Education ◽  
Real Life ◽  
Problem Based Learning ◽  
Ongoing Study ◽  
Weather Data ◽  
The World

Many students do not seem to transfer their learning during formal education into applications in the real world. The objective of this ongoing study was to investigate the opinion of third-year students concerning their program through problem-based learning and to improve the module where necessary. Students attending theory classes had to apply their newly gained knowledge coupled with real-life weather data to solve a problem during practicums. Students attending practicums were given the same questionnaire thrice; thus, the answers were based on different sets of exercises. Responses by attendees for the three questionnaires were 73%, 100%, and 61%, respectively. Students preferred problem-based practicums (78%, 54%, and 72%, resp.) to other non-problem-based practicums. Most students thought that their knowledge had improved and it had prepared them better for the workplace (85%, 77%, and 92%, resp.). Generally students preferred working in groups (74%, 62%, and 56%, resp.), in contrast to those preferring to work individually. Students benefited from problem-based learning in that they thought they had improved their knowledge, skills, and critical thinking abilities and felt that they had learnt things that they could carry into their future lives out in the world at large and the workplace.

scholarly journals The Relevance of Louis Adamic in the 21st Century

Two Homelands ◽  
2020 ◽  
Author(s):  
Janja Žitnik Serafin
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Social Issues ◽  
Research Results ◽  
World Today ◽  
The World

The article first outlines the literature on Louis Adamic (1898–1951), the most successful writer of the Slovenian diaspora. The author then highlights Adamic’s prescience in a number of works dedicated to his original homeland. This is followed by a discussion of Adamic’s views on the mid-20th century global situation and the prospects for its development, which include some of the most pressing social issues in the world today. The author employs the overview method by supplementing her current research results with other scholars’ findings.

Global Students, Citizens, and Understanding the Impact of the COVID-19 Crisis

2021 ◽  
pp. 21-40
Author(s):  
Erin Guydish Buchholz
Keyword(s):  
Critical Thinking ◽  
Global Citizenship ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Experience ◽  
Digital Tools ◽  
Student Agency ◽  
Social Environments ◽  
The World ◽  
The Impact

The COVID-19 crisis is impacting global society in a nearly unprecedented manner. One fractured experience is the 2019/2020 school experience. This calls attention to the impact on students' identity, agency, and sense of place within the world. This search requires exploring the impact rhetoric and sociolinguistics have in and outside of the classroom. Programs utilizing digital tools advance students' identities, honor agency, and understand changes in the world. Allowing students a space to express their experiences, as well as see their peers in various global destinations, begins reflections on how social environments are impacting students. Incorporating conscientious uses of rhetoric and sociolinguistics within one's classroom encourages three learning outcomes for students: 1) it establishes student agency, 2) it helps define and explore the concept of global citizenship, and 3) it encourages students to develop transferable critical thinking skills particularly.

The American Religious Depression, 1925–1935

1960 ◽  
Vol 29 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Robert T. Handy
Keyword(s):  
Social Issues ◽  
Present Situation ◽  
American Religion ◽  
Recent Past ◽  
American Christianity ◽  
The Great Depression ◽  
American Protestantism ◽  
The World ◽  
The Impact ◽  
Guide Lines

“It is too early to assess the impact of the Great Depression upon American Protestantism,” wrote Robert Moats Miller in his recent study of American Protestantism and social issues in the period between the world wars. No doubt it is too early for any overall assessment, yet it is becoming steadily clearer that American religion passed through an important transition in the depression period. If we are to gain a fuller understanding of developments in American Christianity since the 1930's, then serious attention needs to be given to that bleak period. Inasmuch as our understanding of times long past are significantly influenced by our definitions of the present situation, attempts to deal with that particular period of crisis in our recent past may help us more adequately to see the whole story of American religion in fairer perspective. Furthermore, a number of recent dissertations, articles and books have dealt in whole or in part with the period between the wars; they provide guidance for handling the vast array of sources relevant for an understanding of religion in the depression, supply material for at least prcliminary interpretations, and point to the need for further analysis. This paper is one effort to suggest some interpretative guide lines for further exploration into an important topic.

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