The Effect of Flipped Education on Undergraduate Student Critical Thinking Ability

2020 ◽  
Vol 10 (4) ◽  
pp. 59-67
Author(s):  
Chantana Viriyavejakul
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Human Beings ◽  
Thinking Ability ◽  
The World ◽  
The One ◽  
Established Norm ◽  
Critical Thinker

As much as we do not like to admit it, the world we live in is nothing like the world of 50 years ago. A visitor from 1940 would not recognize the place he had come from, in styles of dress, doing things, and architecture too. People have had to adapt their lives as technology advanced, and in the last 50 years, more technological advancements happened than in 300 years before that. In our world where everything is perpetually changing, each person must make dynamic changes to be an effective agent for a better future. With all the changes that have occurred over the years of education, the one thing that has almost never changed is the need for all people to be critical thinking people and aware of everything else around them. Human beings are probably the only creatures in the world that are capable of critical thinking, and therefore are the sole agents of future changes. The likely candidates who are ready to take over this role of critical thinking is the group of undergraduate students who are soon to enter the world's economy. This paper will closely scrutinize the role of the critical thinker and elaborate on the methods to measure which can be suitable for all students to learn from so that they in turn can become critical thinkers. This will help affect the ever more necessary future changes for the continual betterment of the world and elucidate the critical thinking measurement methods that will be suitable to use with undergraduate students of all places and levels making it able to reveal, grade, and assess this skillset, which is ultimately important, but difficult to quantify. In this study, the author introduces the addition of a reversed system, the flipped classroom, in conjunction with the established norm of teaching methods.

scholarly journals Reinterpretasi Relasi Tuhan dan Manusia Syed Muhammad Naquib Al-Attas

2018 ◽  
Vol 4 (1) ◽  
pp. 74-95
Author(s):  
Tri Arwani Maulidah
Keyword(s):  
Human Beings ◽  
Concept Of God ◽  
Spiritual Dimension ◽  
The Earth ◽  
The World ◽  
Body And Soul ◽  
Five Senses ◽  
The One ◽  
The Universe

The article attempts to reanalyze the concept of God, human, and their relation. God, in Islam, is The One, The Life, The Eternal, and The Endless. His Oneness is absolute, but His Absoluteness is unlike the absoluteness of the universe. God is transcendent and immanent at the same time. Al-Attas distinguishes the concept of God as Rabb and God as Ilāh. Human, to al-Attas, is spirit and organism, and body and soul. The organismic side of human beings along with their five senses functions to help them living in the world. The spiritual dimension of human beings, on the other side, has an ability to formulate a set of meanings which involve assessment, differentiation, and explanation. When we observe the relation of God and human from the concept of tawḥīd ulūhīyah and tawḥīd rubūbīyah we will find two interrelated role of human, namely the role as God’s servant and the role as God’s representative and mandate (khalīfah) on the earth. These two roles are inseparable. Al-Attas argues that separation of the two will create imbalance personality of the human. It will subsequently jeopardize their existence and the earth they live on.

Freedom and Responsibility in Neoplatonist Thought

2020 ◽  
Author(s):  
Ursula Coope
Keyword(s):  
First Principle ◽  
Human Beings ◽  
Human Soul ◽  
The One ◽  
Freedom And Responsibility

The Neoplatonists have a perfectionist view of freedom: an entity is free to the extent that it succeeds in making itself good. Free entities are wholly in control of themselves: they are self-determining, self-constituting, and self-knowing. Neoplatonist philosophers argue that such freedom is only possible for nonbodily things. The human soul is free insofar as it rises above bodily things and engages in intellection, but when it turns its desires to bodily things, it is drawn under the sway of fate and becomes enslaved. This book discusses this notion of freedom, and its relation to questions about responsibility. It explains the important role of notions of self-reflexivity in Neoplatonist accounts of both freedom and responsibility. Part I sets out the puzzles Neoplatonist philosophers face about freedom and responsibility and explains how these puzzles arise from earlier discussions. Part II looks at the metaphysical underpinnings of the Neoplatonist notion of freedom (concentrating especially on the views of Plotinus and Proclus). In what sense (if any) is the ultimate first principle of everything (the One) free? If everything else is under this ultimate first principle, how can anything other than the One be free? What is the connection between freedom and nonbodiliness? Part III looks at questions about responsibility, arising from this perfectionist view of freedom. Why are human beings responsible for their behaviour, in a way that other animals are not? If we are enslaved when we act viciously, how can we be to blame for our vicious actions and choices?

scholarly journals Two Conceptions of Second Nature

2020 ◽  
Vol 3 (1) ◽  
pp. 68-80 ◽  
Author(s):  
Georg W. Bertram
Keyword(s):  
The Other ◽  
Human Beings ◽  
Open Future ◽  
Second Nature ◽  
Other Hand ◽  
The World ◽  
Cognitive Activities ◽  
The Open Future ◽  
The One ◽  
First Nature

AbstractThe concept of second nature promises to provide an explanation of how nature and reason can be reconciled. But the concept is laden with ambiguity. On the one hand, second nature is understood as that which binds together all cognitive activities. On the other hand, second nature is conceived of as a kind of nature that can be changed by cognitive activities. The paper tries to investigate this ambiguity by distinguishing a Kantian conception of second nature from a Hegelian conception. It argues that the idea of a transformation from a being of first nature into a being of second nature that stands at the heart of the Kantian conception is mistaken. The Hegelian conception demonstrates that the transformation in question takes place within second nature itself. Thus, the Hegelian conception allows us to understand the way in which second nature is not structurally isomorphic with first nature: It is a process of ongoing selftransformation that is not primarily determined by how the world is, but rather by commitments out of which human beings are bound to the open future.

Art and the Senses for Ocean Conservation

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Rosabelle Boswell
Keyword(s):  
World Ocean ◽  
Effective Communication ◽  
Sensory Experience ◽  
Ecological Change ◽  
Main Argument ◽  
Human Beings ◽  
The One ◽  
Conservation Plans ◽  
Ocean Conservation

This paper considers the role of art in ocean conservation. Drawing on the presentations and work of two artists featured in the One Ocean Hub Art and Emotions webinar hosted during the UN World Ocean Week, the paper focuses specifically on the sensorial nature of art and of human beings and the role that art can play in advancing ocean conservation. The main argument offered is that ocean conservation plans and policies should consider the importance of humans to ocean conservation, the importance of human artistic endeavour to ocean activism and finally the importance of the sensory to human experience. Acknowledging and recognising the importance of human sensory experience in relation to the sea, can nuance existing discourses of ocean use and benefits, revealing human priorities and potential obstacles to conservation. Third, by leveraging human sensory expression through art, ocean conservation advocates may be able to refine and produce more effective communication for ocean conservation. Finally, recognising the sensory (and the artistic) is key to reorienting humanity as it enters a post-anthropocentric age, marked by dramatic ecological change.

scholarly journals Association of COMT Polymorphism and Academic Achievement among Female Undergraduate Students

2021 ◽  
Vol 15 (2) ◽  
pp. 90-101
Author(s):  
Norsuhaila Rosmimi Rosli ◽  
◽  
Tengku Shahrul Anuar engku Ahmad Basri ◽  
Mohd Ilham Adenan ◽  
Roziah Mohd Janor ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Cognitive Abilities ◽  
Grade Point ◽  
Dopaminergic Pathway ◽  
Allele Specific ◽  
Hardy Weinberg Equilibrium ◽  
Comt Polymorphism ◽  
The One

Academic achievement may be influenced by catechol-O-methyltransferase (COMT) polymorphism. A common functional polymorphism of COMT, the rs4680 is consistently being involved in the modulation of dopaminergic pathway and prefrontal cortex function which may predominantly affect cognitive functions. A total of 197 female participants were recruited in this study. The score of student’s grade point average (GPA) from the latest previous semester was used as the measurement of academic achievement. The COMT polymorphism was genotyped using tetra primer allele specific polymerase chain reaction. The findings indicated that there were 8 (4.1 %), 72 (36.5 %), and 117 (59.4 %) participants harbouring Met/Met, Met/Val, and Val/Val genotype for COMT polymorphism respectively. All the genotype distributions of COMT polymorphism were consistent with Hardy-Weinberg equilibrium (χ2 = 0.495, p > 0.05). The one-way analysis of variance (ANOVA) result demonstrated that participants bearing Met/Met genotype had a better achievement in GPA as compared to the other COMT genotypes (p = 0.001). These findings support evidence that the affective role of COMT polymorphism might overwhelm cognitive abilities in measures of academic achievement like GPA.

scholarly journals Conflicts in the environment of Russian political emigration in Switzerland in 1870

10.33287/1195 ◽  
2019 ◽  
pp. 49-57
Author(s):  
Ю. І. Коломоєць
Keyword(s):  
The Political ◽  
Russian Government ◽  
Revolutionary Movement ◽  
Royal Power ◽  
Positive Side ◽  
The World ◽  
State Of Affairs ◽  
The One ◽  
Russian Section

Russian political emigration from the beginning of its birth in the first half of the nineteenth century was constantly in search of forms and methods of struggle with royal power in the homeland. Detachment from Russia, the feeling of isolation that was inherent in emigration to the early twentieth century, were an important factor in the ongoing conflicts that took place in its environment. We note the conflicts between the «old» and the «young» emigration in the late 1860’s, between the Marxists and the populists of the 1880’s, between the revolutionary Marxists and the «economists» at the end of the 1890’s. All of these, as a rule, were due to excessive the ambitions of some leaders, the attempt to become the «rulers of ideas» for revolutionary youth, due to significant financial problems. In the list of these and similar conflicts there are events of 1870, when in the environment of political emigration there are two serious confrontations between the leader of anarchists M. Bakunin on the one hand and S. Nechaev or «Russian section of the First International» - on the other. These conflicts significantly influenced the situation in emigration, disorganized it, weakened the ability to fight the tsarist regime. They were accompanied by sharp accusations, searches for compromising materials, attempts to get support from leaders of the world revolutionary movement. The ambitions of young revolutionaries such as S. Nechaev or M. Utin were also connected with the attempt to take the main place among the emigrants, moving to the background of former leaders M. Bakunin, M. Ogarev, P. Lavrov. All this led to split in emigrant colonies, which consisted mainly of student youth. Violent discussions, accusations, boycotts became a hallmark of emigrant life. Basically, all these events took place in Switzerland, which at that time already became the center of not only Russian, but also international political emigration. Conflicts were directed at the political annihilation of the opponents, which subsequently resulted in the arrest and extradition to the Russian government of S. Nechaev in 1872, the cessation of the activities of the Russian Section of the First International and the return of M. Utin to Russia and the cessation of revolutionary activity in general. The positive side of these conflicts was the rallying of emigrants around their leaders, better information on the state of affairs in their environment, the development of new forms and methods of interaction and the strengthening of the role of revolutionaries from Russia itself.

scholarly journals PENGARUH COOPERATIVE LEARNING DIPANDU INQUIRY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SMA BERKEMAMPUAN ATAS DAN BAWAH DI KOTA METRO

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Handoko Santoso
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Academic Ability ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental

The purpose of this research is to know the influence of biology teaching through inquiry integrated with cooperative towards the critical thinking ability. This research addresses the role of inquiry and cooperative learning strategy as well as these interactions towards the increase of the critical thinking ability. Quasi experimental research of Pretest-postest nonequivalent control group design with factorial design 2x2x2 were implemented on the odd semester in academic years of 2006/2007  on X grade student of the state SMA in Metro City Lampung. The  research sample consists of 96 students, comprising of student from high and low academic abilities. To examine hypothesis, it is used Ancova technique and continued by LSD test. There was a difference on the critical thinking ability  between students who learn by inquiry level 1 with student who learn by inquiry level 2, between students, who have high academic ability and students who have low academic ability, and there was not difference on the critical thinking ability  between students who learn by STAD cooperative  with student who learn by TPS. There is no effect of interaction between inquiry with cooperative, inquiry with student’s academic ability, cooperative with student’s academic ability, inquiry with cooperative and student’s academic ability towards the cognitive achievement Kata kunci: cooperative learning, inquiry, berpikir kritis

scholarly journals Competențele – expresie a rezultatelor școlare

2020 ◽  
Vol 46 (3) ◽  
pp. 93-99
Author(s):  
Elena Ramona Cenușe
Keyword(s):  
Educational System ◽  
Social Expectations ◽  
Educational Organization ◽  
Know How ◽  
Modern Education ◽  
The World ◽  
Education School ◽  
The One ◽  
Teaching Learning

In the Romanian educational system, the concept of competence is relatively new, its appearance and use being related to the curricular perspective of educational organization. Synthetically, competence can be defined as ”an ensamble of `savoir faire` (know how) and `savoir-e’tre’ (manners) allowing a good accomplishment of a role, of a function or of an activity” (D`Hainaut). The model of curricular projection centered on competences is meant to improve the efficiency of the internal structure of the curriculum, and of the teaching, learning and evaluation processes. This ”new educational target” aims to: -focus on the final learnig acquisitions; accenuate the action-related dimension of the pupil’s personality; clearly define the school offer according to the pupil’s interests and skills, and to social expectations. Thus it is possible for the modern education to assume an increasing autonomy for the one who learns, so that the differences between the world of education/school/ the didactic process and the real (social, professional) world may palpably decrease.

Receptivity and Creativity in Hermeneutics

2016 ◽  
pp. 225-239
Author(s):  
Chung-ying Cheng
Keyword(s):  
Phenomenological Approach ◽  
The Other ◽  
Human Beings ◽  
Human Capabilities ◽  
Moral Agents ◽  
The World ◽  
Human Understanding ◽  
Positive Projection ◽  
The One ◽  
Coming To Know

There are two aspects of the hermeneutic: the receptive and the creative. The receptive of the hermeneutic consists in coming to know and acknowledge what has happened, observing what there is as historically effected, foretelling what will happen as a matter of projection of future possibilities, and disclosing / discovering transcendental conditions, fore-structures or horizons of human understanding and interpretation; the creative of the hermeneutic, on the other hand, consists in realizing and demonstrating human sensibilities and human capabilities and needs, conceptualizing what is factual and real based on human cognitive and volitional faculties and experiences, developing values and pursuing regulative ideals of actions, and searching for best possible ways or methods to reach for individual and communal end-goals which will enhance human beings as autonomous entities and moral agents in the world. The receptive is represented by the phenomenological approach to Being and reality whereas the creative is conveyed by an ontology of reflection of human being for self-definition and self-cultivation of human faculties. This amounts to bringing out an existing distinction between ming (what is imparted) and li (the presupposed ground) on the one hand and xing ( human potentiality for being in oneself) and xin (human understanding and interpretation toward action) on the other in the tradition of Confucian metaphysics.Next, I shall focus on Heidegger and Gadamer as taking ontological receptivity (as a matter of fore-structures of Being or Language of human understanding) as the source of meaning of existence and meaningfulness of texts. Th ere are of course creative elements to be identifi ed with forming investigative projects of the Dasein for disclosing truth of the Being, but the main tone is to realize the Being or Language as base structures of our hermeneutic consciousness or hermeneutic space of understanding. Because of spacelimitation, however, I shall leave to another occasion the discussion of the creative formation and positive projection of a transformative cosmological philosophy in the Yijing tradition as represented in my onto-hermeneutics which takes experiences of ≫comprehensive observation≪ (guan) and ≫feeling- refl ection≪ (gan) as two avenues toward human understanding and hermeneutic enterprise of interpretation.

appealed to the Queen on being besieged by the wild sense, especially in the concluding cantos, of leaving Irish (see Vi4.1n). In reading this ‘darke conceit’, an iron world to enter a golden one. But do these no one could have failed to recognize these allusions. ways lead to an end that triumphantly concludes the The second point is that Spenser’s fiction, when 1596 poem, or to an impasse of the poet’s imaginat-compared to historical fact, is far too economical ive powers? For some readers, Book VI relates to the with the truth: for example, England’s intervention earlier books as Shakespeare’s final romances relate in the Netherlands under Leicester is, as A.B. Gough to his earlier plays, a crowning and fulfilment, ‘a 1921:289 concludes, ‘entirely misrepresented’. It summing up and conclusion for the entire poem and would seem that historical events are treated from for Spenser’s poetic career’ (N. Frye 1963:70; cf. a perspective that is ‘far from univocally celebratory Tonkin 1972:11). For others, Spenser’s exclamation or optimistic’, as Gregory 2000:366 argues, or in of wonder on cataloguing the names of the waters what Sidney calls their ‘universal consideration’, i.e. that attend the marriage of the Thames and the what is imminent in them, namely, their apocalyptic Medway, ‘O what an endlesse worke haue I in hand, import, as Borris 1991:11–61 argues. The third | To count the seas abundant progeny’ (IV xii point, which is properly disturbing to many readers 1.1–2), indicates that the poem, like such sixteenth-in our most slaughterous age, especially since the century romances as Amadis of Gaul, could now go matter is still part of our imaginative experience as on for ever, at least until it used up all possible virtues Healy 1992:104–09 testifies, is that Talus’s slaughter and the poet’s life. As Nohrnberg 1976:656 aptly of Irena’s subjects is rendered too brutally real in notes, ‘we find ourselves experiencing not the allegorizing, and apparently justifying, Grey’s atrocit-romance of faith or chastity, but the romance of ies in subduing Irish rebels (see V xii 26–27n). Here romance itself ’. For still others, there is a decline: Spenser is a product of his age, as was the Speaker ‘the darkening of Spenser’s spirit’ is a motif in many of the House of Commons in 1580 in reporting studies of the book, agreeing with Lewis 1936:353 the massacre of Spanish soldiers at Smerwick: ‘The that ‘the poem begins with its loftiest and most Italians pulled out by the ears at Smirwick in solemn book and thence, after a gradual descent, Ireland, and cut to pieces by the notable Service of a sinks away into its loosest and most idyllic’; and with noble Captain and Valiant Souldiers’ (D’Ewes Neuse 1968:331 that ‘the dominant sense of Book 1682:286). As this historical matter relates to Book V, VI is one of disillusionment, of the disparity between it displays the slaughter that necessarily attends the the poet’s ideals and the reality he envisions’; or that triumph of justice, illustrating the truth of the common the return to pastoral signals the failure of chivalry in adage, summum ius, summa iniuria, even as Guyon’s Book V to achieve reform (see DeNeef 1982b). destruction of the Bower shows the triumph of tem-Certainly canto x provides the strong sense of an perance. This is justice; or, at best, what justice has ending. As I have suggested, ‘it is as difficult not to become, and what its executive power displayed in see the poet intruding himself into the poem, as it is that rottweiler, Talus, has become, in our worse than not to see Shakespeare in the role of Prospero with ‘stonie’ age as the world moves towards its ‘last the breaking of the pipe, the dissolving of the vision, ruinous decay’ (proem 2.2, 6.9). In doing so, Book and our awareness (but surely the poet’s too) that his V confirms the claim by Thrasymachus in Plato’s work is being rounded out’ (1961a:202). Republic: justice is the name given by those in power Defined as ‘doing gentle deedes with franke to keep their power. It is the one virtue in the poem delight’ (vii 1.2), courtesy is an encompassing virtue that cannot be exercised by itself but within the book in a poem that sets out to ‘sing of Knights and Ladies must be over-ruled by equity, circumvented by mercy, gentle deeds’ (I proem 1.5). As such, its flowering and, in the succeeding book, countered by courtesy. would fully ‘fashion a gentleman or noble person in vertuous and gentle discipline’ (Letter to Raleigh 8). Courtesy: Book VI

2014 ◽  
pp. 36-36
Keyword(s):  
Strong Sense ◽  
Executive Power ◽  
House Of Commons ◽  
Historical Events ◽  
The Third ◽  
The World ◽  
Historical Fact ◽  
The Common ◽  
The One
Sign in / Sign up

Export Citation Format

Share Document