Orwell’s Nightmare Achieved: The ‘Colonization of the Mind’ vs. Critical Thinking

2018 ◽  
pp. 255-266
Author(s):  
Paul L. Jalbert
Keyword(s):  
Critical Thinking ◽  
The Mind

scholarly journals PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF CRITICAL THINKING IN MODERN SCHOOLCHILDREN IN THE PROCESS OF STUDYING MATHEMATICS

2021 ◽  
pp. 43-53
Author(s):  
Светлана Юрьевна Галиева ◽  
Айгуль Бактияровна Каметова
Keyword(s):  
Critical Thinking ◽  
Educational Process ◽  
Pedagogical Techniques ◽  
Rules And Principles ◽  
Definition Of ◽  
The Mind

Рассматривается вопрос педагогических условий развития критического мышления у современных школьников в процессе изучения математики. Представлены результаты изучения подходов к определению сущности понятия «педагогические условия», что позволило определить педагогические условия как совокупность объективных возможностей, содержания, форм, методов, педагогических приемов, характера взаимодействия участников педагогического процесса, направленных на решение педагогических задач. Сформулированы современные тенденции нововведений в образовательном процессе. Описана стратегия преподавания и приведены различные этапы формирования для развития критического мышления у современных подростков. Дана характеристика теоретических аспектов, связанных с проблемой развития критического мышления у современных подростков. Приведены примеры реализации педагогических условий для развития критического мышления у подростков. Описаны стратегии формирования опыта критического мышления школьников, в числе которых формирование понятий, интерпретация данных и применение правил и принципов. The question of pedagogical conditions for the development of critical thinking in modern schoolchildren in the process of studying mathematics is considered. The results of the study of approaches to the definition of the essence of the concept of «pedagogical conditions» are presented, which allowed us to define pedagogical conditions as a set of objective possibilities, content, forms, methods, pedagogical techniques, the nature of interaction between participants in the pedagogical process, aimed at solving pedagogical problems. The modern trends of innovations in the educational process are formulated. The strategy of teaching is described and the various stages of formation for the development of critical thinking in modern adolescents are given. The article describes the theoretical aspects related to the problem of the development of critical thinking in modern adolescents. Criticality of the mind is a property when a person can correctly evaluate thoughts, his own and others’, be critical of information, when you can analyze all the assumptions and conclusions made and not take them for granted. Examples of the implementation of pedagogical conditions for the development of critical thinking in adolescents are given. Strategies for the formation of the experience of critical thinking of schoolchildren, including the formation of concepts, the interpretation of data, and the application of rules and principles, are described.

scholarly journals «Rom» som metafor i utviklingen av (kritisk) tenkning: En diskusjon av begrepene «kritisk tenkning» og «etisk bevissthet» i læreplanens overordnede del i lys av Hannah Arendt

2020 ◽  
pp. 229-248
Author(s):  
Marianne Hustvedt
Keyword(s):  
Critical Thinking ◽  
Hannah Arendt ◽  
National Curriculum ◽  
Spatial Metaphors ◽  
Life Of The Mind ◽  
The Mind ◽  
Pedagogical Literature

This article aims to discuss the key notions ‘critical thinking’ and ‘ethical consciousness’ in the new national curriculum in the light of the philosopher Hannah Arendt’s work The Life of the Mind. Much has been said about being critical, but not so much about thinking. It is the claim of the author that it is unclear in both the national curriculum and some of the pedagogical literature as to what characterizes thinking, and that this stems from a theoretical deficit for understanding the activity of thinking. The consequence is that concepts such as thinking and judgement are confused and thinking is instrumentalized. Hence the article proposes to see Arendt’s use of the metaphor ‘space’ and other spatial metaphors to determine hallmarks of the activity of thinking. A vital hallmark of Arendt’s work is the radical autonomy of thinking partly detached from judgment and instrumental purposes. The author thus attempts to give a critical but constructive contribution to the national curriculum’s description of thinking as ‘giving room for uncertainty and unpredictability’ which could be understood in light of Arendt’s thought.

scholarly journals Changing the Shape of the Library:

2021 ◽  
pp. 135-142
Author(s):  
Marlene Filippi
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Classroom Teacher ◽  
21St Century Learning ◽  
Past Century ◽  
The Past ◽  
Children's Book ◽  
Mind Set ◽  
The Mind

Whilst teaching years 5 and 6 I was once asked to describe my library. My response to this was ‘it rocks’. The staff viewed me quizzically and subsequently moved on to their lunchtime conversation. Little did I know this would be the theme of the 2015 conference? In 2013 I inherited my current library as the stereotypical ‘quiet’, very structured environment of the past century. It was visited by few students during their lunchtime as they required a lunchtime pass (only 6 per class) which was given to them by their classroom teacher. These passes were then collected by library monitors at the door - no pass, no library!Library lessons consisted of 30 minute sessions whereby books were loaned, returned, a story read and the class departed and then the next class arrived to repeat the procedure regardless of age. The schedule was busy as there are 24 classes. There were occasions whereby a book was recommended as a great read and short listed books from the Children’s Book Council were shared. How to change the mind set of both staff and students to see the library and its potential was both my challenge and my goal. It was time to move towards 21st century learning whereby students can develop the skills of creativity, communication, collaboration and critical thinking. This is not rocket science as this is every teacher librarian’s goal. I can successfully say that 2 years later my library rocks and this sentiment is wholeheartedly shared by students, staff and the community.‘So much time and so little to do. Wait a minute. Strike that. Reverse it. Thank you.’ (Willy Wonka, 1971) That was 2014.

The Present State of Evaluation of Critical Thinking in Algebra and Geometry

1950 ◽  
Vol 43 (4) ◽  
pp. 143-148
Author(s):  
M. F. Rosskopf
Keyword(s):  
Critical Thinking ◽  
Fourth Century ◽  
Secret Society ◽  
Training School ◽  
New Members ◽  
Practical Applications ◽  
History Of ◽  
Clear Thinking ◽  
Set Up ◽  
The Mind

Very early in the history of people much attention was given to the study of mathematics; practical applications alone made study necessary, but mathematical investigations were carried on, too, for their own sake. The secret society of the Pythagoreans (about 500 B. C.) set up a training school for the instruction of new members. The curriculum consisted of four subjects:—geometry, arithmetic, astronomy, and music. It was Plato (about the fourth century B. C.) who hung over his academic door a sign that read, “Let no one who is unacquainted with geometry enter here.” The belief that a study of mathematics led to clear thinking and logical marshalling of ideas is evident from the titles of books popular in their day; there was Alcuin's (735-804) Problems for Quickening the Mind and Robert Recorde's (1510-1558) The Whetstone of Witte.

CO-OPERATIVE LEARNING : AN EFFICIENT TECHNIQUE TO CONVERT STUDENTS INTO ACTIVE LEARNERS IN CLASSROOMS

2016 ◽  
pp. 21-33
Author(s):  
Madhu Gupta ◽  
Pooja Pasrija
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Mental Skills ◽  
Participatory Learning ◽  
The World ◽  
Pupil Achievement ◽  
The Mind

This paper discusses the need of co-operative learning in Indian classrooms in order to promote active participation of all students in the classroom. In order to prepare the students for life and higher education, the gaining and improvement of important mental skills such as the effective usage of the mind, critical thinking, and problem solving are necessary so that they can face the challenges of life actively. In recent years, teaching has been confronted by demands for higher standards and better pupil achievement in several parts of the world. Researchers have suggested a shift from teacher-centred instruction towards more active participatory learning methods as one way to improve the quality of the learning process. The search on co-operative learning is overwhelmingly positive, and the co-operative approaches are appropriate for all curriculum areas. The present paper reflects that co-operative learning makes teaching–learning more satisfying, momentous, enjoyable and effective.

scholarly journals Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Anthony V D'Antoni ◽  
Genevieve Pinto Zipp ◽  
Valerie G Olson ◽  
Terrence F Cahill
Keyword(s):  
Information Retrieval ◽  
Critical Thinking ◽  
Medical Students ◽  
Learning Strategy ◽  
Map Learning ◽  
The Mind

scholarly journals About the book of Valerio Olgiati - Bas Princen

2020 ◽  
Vol 5 (1) ◽  
pp. 96-103
Author(s):  
Pedro Leão Neto
Keyword(s):  
Critical Thinking ◽  
Personal Experience ◽  
Visual Narrative ◽  
Future Studies ◽  
Conference Series ◽  
Specific Potential ◽  
The Right ◽  
The Mind

As editor of scopio Editions it is a great honour to be writing this closing text about the upcoming book which communicates our last Duelo/Dueto session of Architecture, Art and Image (AAI) series that had as invited authors Valerio Olgiati and Bas Princen. I will start by talking about the book as a privileged medium for Architecture, Art and Image and then go on focusing on this book in particular and its authors. This conference series had from the start planned a publication for each session with the contribution of the invited speakers and the organization because we believe that the physical book, without prejudice towards the potential of digital publications, is still a tool of paramount importance for preserving and building knowledge, not just for students and academics, but also for all professionals and non-scholars. The physical book somehow allows the understanding of what was discussed and debated in Duelo/Dueto sessions in a different manner, encouraging and giving the right time to each viewer for a deeper thinking. The reading of these sessions also means that these events of rich exchange of ideas and personal experience between significant authors coming from AAI universe are preserved for future studies. In this way, they can be shared with a larger audience, opening the mind of many to these events and encouraging critical thinking toward a vast horizon of issues related to AAI universe. It is worth referring also that the specific potential of the physical book as a unique medium to communicate Architecture, Art and Image1 was explored in this publication, which adds to its uniqueness and makes it more an author´s book than the customary conference or roundtable publication.  It was possible to create a visual narrative where the sum is greater than the parts, which we believe has as a result an innovative reading and a more insightful understanding about the thoughts, work and artistic strategies of both authors. Thus, we believe that this book, the second of this series of four publications focused on each session, will foster a significant critical debate related to Architecture, Art and Image, as already happened with our first published book on this series. [...]

scholarly journals MODEL PEMBELAJARAN BBL2M (BRAIN BASED LEARNING DAN MODEL MIND MAPPING) UNTUK MENINGKATKAN HASIL BELAJAR DAN BERPIKIR KRITIS SISWA SMA NEGERI 1 AMAHAI

2020 ◽  
Vol 6 (1) ◽  
pp. 27-33
Author(s):  
Lea Olivia Wattimena ◽  
H Tuaputty ◽  
S I. A Salmanu
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Mind Mapping ◽  
Mapping Model ◽  
Whole Process ◽  
Brain Based Learning ◽  
The Mind

Background: The process of learning biology as one part of the whole process of education in schools has an important role in efforts to improve students' biological abilities, this study aims to determine the learning outcomes and critical thinking of students by using a brain based learning learning model combined with a mind learning model mapping on the concept of biodiversity. Method: This research was conducted at Amahai 1 High School, and the data obtained were analyzed descriptively. The object of research is 21 students in class X MIA. Results: Research shows that increasing student learning outcomes and critical thinking on biodiversity material by using a brain based learning model combined with a mind mapping model gets a pretty good improvement. This is consistent with the analysis of data on the percentage obtained from the results of the initial and final tests. Increased critical thinking can be seen by using 5 aspects with indicators on the final test and cognitive aspects. Conclusion: The application of the Brain based learning model and the Mind mapping model can improve student learning outcomes and critical thinking

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