an article by Serhat Arslan (Sakarya University, Esentepe Campus, Turkey) published in International Journal of Learning and Change Volume 10 Number 2 (2018)
Abstract
The aim of the study was to analyse the mediating effects of the critical thinking in the relationship between student self-regulation and social emotional learning.
Critical thinking disposition scale, self-regulation scale, and social emotional learning scale were conducted to 367 university students. The present study showed that critical thinking and self-regulation were positively related to social emotional learning.
Regression-based mediation analysis indicated that the effect of self-regulation on the social emotional learning initiative was mediated by critical thinking.
These findings suggested that the self-regulation has both direct and indirect effects on social emotional learning.
Showing posts with label critical_thinking. Show all posts
Showing posts with label critical_thinking. Show all posts
Tuesday, 10 April 2018
Thursday, 22 February 2018
The Trump Wall Tax: an exercise in critical thinking
an article by Daniel A. Underwood (Peninsula College, Port Angeles, WA, USA) published in International Journal of Pluralism and Economics Education Volume 8 Number 4 (2017)
Abstract
A series of discovery-based critical thinking exercises are presented that explore potential unanticipated consequences that might result from Trump’s Wall Tax, a tax imposed on Mexican imports to pay for construction of a physical barrier between nations.
These exercises include the distribution of the tax between nations, impacts on the Mexican labour force and impacts on the US labour force. It is discovered that if both nations would pay the tax, employment and wages might fall in Mexico thereby increasing pressure for illegal immigration and that employment and wages in the USA may fall as well.
These exercises create the context to integrate multiple paradigms to further explore this controversial issue.
Abstract
A series of discovery-based critical thinking exercises are presented that explore potential unanticipated consequences that might result from Trump’s Wall Tax, a tax imposed on Mexican imports to pay for construction of a physical barrier between nations.
These exercises include the distribution of the tax between nations, impacts on the Mexican labour force and impacts on the US labour force. It is discovered that if both nations would pay the tax, employment and wages might fall in Mexico thereby increasing pressure for illegal immigration and that employment and wages in the USA may fall as well.
These exercises create the context to integrate multiple paradigms to further explore this controversial issue.
Friday, 17 July 2015
Thinking Critically about Social Responsibility
via The Business Ethics Blog~ A blog about Business Ethics by Chris MacDonald
I recently participated in a conference on Corporate Social Responsibility (CSR), where I gave a short presentation on the role of critical thinking in leading a company toward better social performance. Basically, I argued that in order to motivate employees to embrace some version of CSR – whatever you take that to mean – you need need to think critically about the way your CSR activities dovetail with the goals of your organization, and with the values and commitments that are already motivating your employees.
Interestingly, I received some push-back, in the form of a question from the audience, from someone who suggested that what CSR efforts really need is passion and a sense of purpose. What’s really needed, this person said, is not critical thinking at all. Indeed, for purposes of pushing the CSR agenda forward, critical thinking is actually a bad idea.
As someone who teaches critical thinking for a living, I was naturally somewhat taken aback.
This person had a point, of course: getting something done – whether it’s opening a new division or launching a new product or strengthening your CSR profile – takes passion. It takes commitment. And sometimes critical thinking, which involves asking questions, could seem like a stumbling block. Now isn’t always the right moment for asking annoying questions and expressing doubt.
But I thought I would take the time to lay out, here, the role that critical thinking can play – indeed, must play – in launching CSR activities and bringing them to fruition.
Continue reading and pick up some interesting links along the way
I recently participated in a conference on Corporate Social Responsibility (CSR), where I gave a short presentation on the role of critical thinking in leading a company toward better social performance. Basically, I argued that in order to motivate employees to embrace some version of CSR – whatever you take that to mean – you need need to think critically about the way your CSR activities dovetail with the goals of your organization, and with the values and commitments that are already motivating your employees.
Interestingly, I received some push-back, in the form of a question from the audience, from someone who suggested that what CSR efforts really need is passion and a sense of purpose. What’s really needed, this person said, is not critical thinking at all. Indeed, for purposes of pushing the CSR agenda forward, critical thinking is actually a bad idea.
As someone who teaches critical thinking for a living, I was naturally somewhat taken aback.
This person had a point, of course: getting something done – whether it’s opening a new division or launching a new product or strengthening your CSR profile – takes passion. It takes commitment. And sometimes critical thinking, which involves asking questions, could seem like a stumbling block. Now isn’t always the right moment for asking annoying questions and expressing doubt.
But I thought I would take the time to lay out, here, the role that critical thinking can play – indeed, must play – in launching CSR activities and bringing them to fruition.
Continue reading and pick up some interesting links along the way
Wednesday, 22 August 2012
Critical thinking in E-learning environments
an article by Raafat George Saadé and Danielle Morin (Concordia University, John Molson School of Business, Montreal, Canada) and Jennifer D.E. Thomas (Pace University, Ivan Seidenberg School of CSIS, New York) published in Computers in Human Behavior Volume 28 Issue 5 (September 2012)
Abstract
One of the primary aims of higher education in today’s information technology enabled classroom is to make students more active in the learning process.
The intended outcome of this increased IT-facilitated student engagement is to foster important skills such as critical thinking used in both academia and workplace environments.
Critical thinking (CT) skills entails the ability(ies) of mental processes of discernment, analysis and evaluation to achieve a logical understanding. Critical thinking in the classroom as well as in the workplace is a central theme; however, with the dramatic increase of IT usage the mechanisms by which critical thinking is fostered and used has changed.
This article presents the work and results of critical thinking in a virtual learning environment.
We therefore present a web-based course and we assess in which parts of the course, and to what extent, critical thinking was perceived to occur. The course contained two categories of learning modules namely resources and interactive components. Critical thinking was measured subjectively using the ART scale. Results indicate the significance of “interactivity” in what students perceived to be critical-thinking-oriented versus online material as a resource.
Results and opportunities that virtual environments present to foster critical thinking are discussed.
Highlights
► We investigated critical thinking in an online learning context (higher education).
► We examined the kinds of resources and activities that fosters/require critical thinking skills.
► Online interactive learning components are perceived to foster critical thinking.
► Design factors of interactive learning environments need to be addressed in online courses.
► Designers and teachers need to integrate more interactive components into the course activities.
Abstract
One of the primary aims of higher education in today’s information technology enabled classroom is to make students more active in the learning process.
The intended outcome of this increased IT-facilitated student engagement is to foster important skills such as critical thinking used in both academia and workplace environments.
Critical thinking (CT) skills entails the ability(ies) of mental processes of discernment, analysis and evaluation to achieve a logical understanding. Critical thinking in the classroom as well as in the workplace is a central theme; however, with the dramatic increase of IT usage the mechanisms by which critical thinking is fostered and used has changed.
This article presents the work and results of critical thinking in a virtual learning environment.
We therefore present a web-based course and we assess in which parts of the course, and to what extent, critical thinking was perceived to occur. The course contained two categories of learning modules namely resources and interactive components. Critical thinking was measured subjectively using the ART scale. Results indicate the significance of “interactivity” in what students perceived to be critical-thinking-oriented versus online material as a resource.
Results and opportunities that virtual environments present to foster critical thinking are discussed.
Highlights
► We investigated critical thinking in an online learning context (higher education).
► We examined the kinds of resources and activities that fosters/require critical thinking skills.
► Online interactive learning components are perceived to foster critical thinking.
► Design factors of interactive learning environments need to be addressed in online courses.
► Designers and teachers need to integrate more interactive components into the course activities.
Monday, 26 March 2012
Managing moral distress: A strategy for resolving ethical dilemmas
an article by Joshua E. Perry (Kelley School of Business, Indiana University) published in Business Horizons Volume 54 Issue 5 (September–October 2011)
Abstract
Conflicts of interest.
The boundaries of confidentiality.
Right v. right dilemmas.
Matters of duty, responsibility, character, and consequence.
Ethical issues pervade professional life, and the moral distress they can create requires thoughtful reflection that moves beyond gut intuitions and knee-jerk reactions.
This article presents a practical framework for assessing and resolving ethical dilemmas in a sophisticated manner, guided by a circumspect and reflective analysis able to withstand the scrutiny of others and minimize the potential for personal regrets. Central to the analysis set forth in this article’s strategy are ‘interrogation questions’ – a series of inquiries that draw from the richness of moral philosophy and ethical traditions, while reflecting the practical concerns of contemporary business practices – which guide the decision-maker through a comprehensive review of primary considerations.
Additionally, the article highlights myriad obstacles that may challenge one’s awareness of a moral dilemma, a necessary precondition to employing the strategies of careful analysis and reflective judgement that this article outlines.
Abstract
Conflicts of interest.
The boundaries of confidentiality.
Right v. right dilemmas.
Matters of duty, responsibility, character, and consequence.
Ethical issues pervade professional life, and the moral distress they can create requires thoughtful reflection that moves beyond gut intuitions and knee-jerk reactions.
This article presents a practical framework for assessing and resolving ethical dilemmas in a sophisticated manner, guided by a circumspect and reflective analysis able to withstand the scrutiny of others and minimize the potential for personal regrets. Central to the analysis set forth in this article’s strategy are ‘interrogation questions’ – a series of inquiries that draw from the richness of moral philosophy and ethical traditions, while reflecting the practical concerns of contemporary business practices – which guide the decision-maker through a comprehensive review of primary considerations.
Additionally, the article highlights myriad obstacles that may challenge one’s awareness of a moral dilemma, a necessary precondition to employing the strategies of careful analysis and reflective judgement that this article outlines.
Wednesday, 4 January 2012
Is There a Difference Between Critical Thinking and Information Literacy?
an article by John M Weiner published in JIL: Journal of Information Literacy Volume 5 Number 2 (2011)
Abstract
This paper investigates the similarities and differences between two important ideas in information processing and knowledge utilisation. Those ideas are [critical thinking] and [information literacy]. The two phrases are shown in brackets to indicate that the two words involved in each idea are not arbitrarily combined but have been coupled by authors to represent a single entity or a focus for development of concepts describing the characteristics involved. By exploring terms related to this couplet from the same sentence, the meaning of each of the central ideas can be expanded. The education, library science, and health science literature were used in this study, which analysed 8745 articles dealing with [critical thinking] and 8201 reports dealing with [information literacy] included in either ERIC or PubMed from 2000-2009.
The findings showed that combinations of terms (i.e. ideas) such as [information & literacy & related term] or [critical & thinking & related term], when organised based on Bloom’s Taxonomy of Learning (Bloom 1956), clarified the similarities and differences between the two central ideas. [Information literacy] was involved in all of the cognitive functions suggested by Bloom. This finding is consistent with the definitions of [information literacy] that relate it to lifelong learning and effective decision-making. In addition, the ideas describing [information literacy] were consistent with actions and perceptions that were more public and standardised than those associated with [critical thinking].
This suggests that [information literacy] and its associated procedures could significantly augment current instruction in [critical thinking] and indeed, the possibility has been explored by some authors in the current literature. A merging of the two ideas would involve [information literacy] providing tools and techniques in the processing and utilisation of knowledge and [critical thinking] supplying the particulars and interpretations associated with a specific discipline. This type of integration could lead to instructional programs similar in concept and application to those in research methodology where methods from statistics are integrated with the techniques and skills associated with a specific discipline. The development of a curriculum of this type would change functions and perceptions from private, individualised mentation, now associated with [critical thinking], to a more easily learned and practiced process suitable across the breadth of disciplines.
Full text (PDF 13pp) with some explanatory diagrams in colour. Worth printing.
Abstract
This paper investigates the similarities and differences between two important ideas in information processing and knowledge utilisation. Those ideas are [critical thinking] and [information literacy]. The two phrases are shown in brackets to indicate that the two words involved in each idea are not arbitrarily combined but have been coupled by authors to represent a single entity or a focus for development of concepts describing the characteristics involved. By exploring terms related to this couplet from the same sentence, the meaning of each of the central ideas can be expanded. The education, library science, and health science literature were used in this study, which analysed 8745 articles dealing with [critical thinking] and 8201 reports dealing with [information literacy] included in either ERIC or PubMed from 2000-2009.
The findings showed that combinations of terms (i.e. ideas) such as [information & literacy & related term] or [critical & thinking & related term], when organised based on Bloom’s Taxonomy of Learning (Bloom 1956), clarified the similarities and differences between the two central ideas. [Information literacy] was involved in all of the cognitive functions suggested by Bloom. This finding is consistent with the definitions of [information literacy] that relate it to lifelong learning and effective decision-making. In addition, the ideas describing [information literacy] were consistent with actions and perceptions that were more public and standardised than those associated with [critical thinking].
This suggests that [information literacy] and its associated procedures could significantly augment current instruction in [critical thinking] and indeed, the possibility has been explored by some authors in the current literature. A merging of the two ideas would involve [information literacy] providing tools and techniques in the processing and utilisation of knowledge and [critical thinking] supplying the particulars and interpretations associated with a specific discipline. This type of integration could lead to instructional programs similar in concept and application to those in research methodology where methods from statistics are integrated with the techniques and skills associated with a specific discipline. The development of a curriculum of this type would change functions and perceptions from private, individualised mentation, now associated with [critical thinking], to a more easily learned and practiced process suitable across the breadth of disciplines.
Full text (PDF 13pp) with some explanatory diagrams in colour. Worth printing.
Monday, 10 January 2011
New Media and Literacies: amateurs vs. professionals
an article by Tibor Koltay published in First Monday Volume 16 Number 1 (January 2011)
Abstract
New media are not supportive of critical thinking and conscious selection of information. Literacies of our age stress critical thinking and take many forms. Despite differences and similarities among information literacy, media literacy and digital literacy, all of them have to differentiate between amateur and professional contents produced in new media. Similarly to the traditional division of labor among libraries, the needs behind amateurism and professionalism have to be satisfied differently.
Abstract
New media are not supportive of critical thinking and conscious selection of information. Literacies of our age stress critical thinking and take many forms. Despite differences and similarities among information literacy, media literacy and digital literacy, all of them have to differentiate between amateur and professional contents produced in new media. Similarly to the traditional division of labor among libraries, the needs behind amateurism and professionalism have to be satisfied differently.
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