Critical Thinking Research Papers - Academia.edu (original) (raw)

To cite: Wilkins, A. 2017. Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History, 49 (2), 171-185 For the past six years successive UK governments in... more

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- Critical Theory, Business, Management, Business Administration

Many have argued that Plato’s intermediates are not independent entities. Rather, they exemplify the incapacity of discursive thought (διάνοια) for cognizing Forms. But just what does this incapacity
consist in? Any successful answer will require going beyond the intermediates themselves to another aspect of Plato’s mathematical
thought - his attribution of a quasi-numerical structure to Forms (the ‘eidetic numbers’). For our purposes, the most penetrating account
of eidetic numbers is Jacob Klein’s, who saw clearly that eidetic numbers are part of Plato’s inquiry into the ontological basis for all counting:
the existence of a plurality of formal elements, distinct yet combinable into internally articulate unities. However, Klein’s study of the Sophist
reveals such articulate unities as imperfectly countable and therefore opaque to διάνοια. Only this opacity, I argue, successfully explains
the relationship of intermediates to Forms.

- by Andy R German
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- Plato, Aristotle, History of Mathematics, Critical Thinking
- by S. Nalan Buyukkantarcioglu
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- Discourse Analysis, Critical Thinking, Sociopsychology

Whether due to his insight or influence, Foucault’s mixture of cynicism, paranoia and obsession with power mirrors our current cultural zeitgeist. His thoughts resonate on both thin edges of the American political thought. On the left, consider feminist law scholar Catharine MacKinnon who stated that men incarcerated for rape thinks it is stupid because “They were put into jail for something very little different from what most men do most of the time and they call it sex. The only difference is they got caught. It may also be right.” On the right, there are those who believe that including homosexuality as a personal choice would lead to an epidemic of sodomy. In speaking of homosexuality, Pat Buchanan sees even mere acceptance as wrong. While these ideas are clearly on the lip of the American political bell curve, it is an arc plotted on a Foucauldien graph. The X-axis is knowledge and the right axis is power.

- by Anthony D Merino
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- Contemporary Art, Critical Thinking, Michel Foucault, Ceramics
- by Nicolae Morar and +2
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- Critical Theory, Discourse Analysis, History, Cultural History

Este proyecto fue diseñado a solicitud de la Dirección de Educación Municipal de la Ilustre Municipalidad de Vitacura. El torneo de debate DEM Vitacura busca generar un espacio de diálogo, libre, ordenado, tolerante y crítico, que permita a niños, niñas y adolescentes desarrollar pensamiento crítico, metacognición e innovación, mediante la discusión informada que exige el debate educativo con formato de competición.

- by Jorge Albornoz Barrientos
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- Education, Critical Thinking, Debate, Educación

Molto spesso descritto come una riflessione sulla storia traumatica del Novecento, il cinema di Jean-Luc Godard è stato capace di squadernare a più riprese l’atlante geografico, costringendoci a concepire la pratica del montaggio come un incessante accostamento di luoghi diversi. Questo articolo cerca di ripensare il suo cinema come un grande laboratorio di montaggio, dove tanto la componente spaziale dell’immagine quanto quella geografica e politica sono chiamate in causa. Parlando di montaggio, si riprende dunque la nozione di “anacronismo” e quella di “anatopismo”, alla quale non sembra essere stato ancora assegnato il dovuto rilievo teorico.

- by Francesco Zucconi
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- Visual Studies, Media Studies, Film Studies, Critical Thinking

This PDF includes Chapters 1 and 2 of the innovative text anthology, designed for use in Media Studies courses, especially large lecture courses like "Media and Society."
-- The book combines movies and texts to introduce students to critical media studies. Accessible and readable, the book is well-liked by students. Topics include the Spectacle, Hyperreality, the Global Village, Social/Mobile Media, Capitalism and Counterculture, Surveillance and Privacy, Ecology and the Anthropocene, Media and Science, Media Futures, the Meme (original version from Dawkins), and many others.
-- Upon adoption, I will provide handouts, syllabus, PPTs.
-- Published by Cognella. https://titles.cognella.com/media-environments-9781516521104

- by Barry Vacker
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- Media Studies, New Media, Media and Cultural Studies, Film Studies

“Power is war, the continuation of war by other means”: Foucault’s reversal of Clausewitz’s formula has become a staple of critical theory — but it remains highly problematic on a conceptual level. Elaborated during Foucault’s 1976 lectures (“Society Must Be Defended”), this work-hypothesis theorises “basic warfare” [la guerre fondamentale] as the teleological horizon of socio-political relations. Following Boulainvilliers, Foucault champions this polemological approach, conceived as a purely descriptive discourse on “real” politics and war, against the philosophico-juridical conceptuality attached to liberal society (Hobbes’s Leviathan being here the prime example).
However, in doing so, Foucault did not interrogate the conceptual validity of notions such as power and war, therefore interlinking them without questioning their ontological status. This problematic conflation was partly rectified in 1982, as Foucault proposed a more dynamic definition of power relations: “actions over potential actions”.
I argue, somewhat polemically, that Foucault’s hermeneutics of power still involves a teleological violence, dependent on a polemological representation of human relations as essentially instrumental: this resembles what Derrida names, in “Heidegger’s Ear”, an “anthropolemology”. However, I show that all conceptualisation of power implies its self-deconstruction. This self-deconstructive (or autoimmune) structure supposes an archi-originary unpower prior to power: power presupposes an excess within power, an excessive force, another violence making it both possible and impossible. There is something within power located “beyond the power principle” (Derrida). This (self-)excess signifies a limitless resistantiality co-extensive with power-relationality. It also allows the reversal of pólemos into its opposite, as unpower opens politics and warfare to the messianic call of a pre-political, pre-ontological disruption: the archi-originary force of différance. This force, unconditional, challenges Foucault’s conceptualisations of power, suggesting an originary performativity located before or beyond hermeneutics of power-knowledge, disrupting theoreticity as well as empiricity by pointing to their ontological complicity.
The bulk of this essay is dedicated to sketching the theoretical implications of this deconstructive reading of Foucault with respect to the methodology and conceptuality of political science and social theory.

- by Thomas Clément MERCIER
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- Critical Theory, Discourse Analysis, Sociology, Cultural Studies
- by Kara Viesca
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- Critical Theory, Psychology, Cognitive Psychology, Social Psychology

We live in an age of movement. More than at any other time in history , people and things move longer distances, more frequently, and faster than ever before. All that was solid melted into air long ago and is now in full circulation around the world like dandelion seeds adrift on turbulent winds. We find ourselves, in the early twenty-first century, in a world where every major domain of human activity has become increasingly defined by motion. 1 We have entered a new historical era defined in large part by movement and mobility and are now in need of a new historical on-tology appropriate to our time. The observation that the end of the twentieth century and the beginning of the twenty-first was marked by an increasingly " liquid " and " mobile modernity " is now something widely recognized in the scholarly literature at the turn of the century. 2 Today, however, our orientation to this event is quite different. Almost twenty years into the twenty-first century we now find ourselves situated on the other side of this heralded transition. The question that confronts us today is thus a new one: how to fold all that has melted back up into new solids. 3

- by Thomas Nail
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- Critical Theory, Religion, History, Social Movements

Leadership is everywhere: it has a dominant and privileged place in our society; it is constantly in our news, politics, businesses, films, books and magazines. Leadership is part of our social narrative, predominantly as a mythological force of goodness and success.
A key aim of this book is to deconstruct leadership, to challenge over-simplified accounts of leadership that may be desirable and offer us the comfort of ‘messiahs’ who can save us, but that actually distort leadership in unhelpful ways. Another aim is to reconstruct leadership, to offer new accounts of leadership for new times.
The book identifies four dominant leadership discourses that have developed through socio-political and economic forces. The first 3 are Controller Leadership , Therapist Leadership, Messiah Leadership reveal how leadership has developed in relation to changing contexts the past century. The final emergent discourse outlined is Eco-Leadership, and this chapter points to the need for new leadership for new times.

- by Simon Western
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- Critical Theory, Organizational Behavior, Management, Sociology

In her latest fiction The Ministry of Utmost Happiness Arundhati Roy presents a narrative that includes the political history of India, spanning the last three or four decades, based on which she critiques contemporary India. The topography of the novel includes widely different cultural, economic, social and political events from across the Indian subcontinent. Roy presents the often neglected aspects of Indian national identity, finally evolving an alternative ideology involving the downtrodden and the marginalized. The image of India that Roy constructs in the novel is in striking contrast with the popular image of the nation as a stable democracy with harmonious territorial unity, which practices religious neutrality.The paper argues that the fictional space of the novel transforms memory and personal histories to a critique of the obscured and repressed aspects of contemporary India, historizing the novel, and presenting an essentially anti-authoritative, egalitarian ideology. Modernist and postmodernist theories have introduced innovative techniques that influenced the thematic approaches to representing history in fiction, incessantly recreating history, rendering the genre trans-disciplinary. In India a number of writers from Raja Rao and Mulk Raj Anand to Salman Rushdie have attempted to present various stages of national history in their novels. The latest addition to the list is Arundhati Roy, a brilliant polemicist, public intellectual and political philosopher of contemporary India. When fiction and history blend together in the Indian context, facilitated by the dominant ideology of the novelist-historian, it leads to the invention of multiple images of the nation manifesting as a strong zeitgeist, historicizing the fictional work. The pioneering new historicist critic Stephen

The Covid-19 pandemic has already transformed the social world. The social sciences therefore risk being left behind unless it also changes; now is the time to consider the political economy and move away from outdated theoretical frameworks. Challenging social science’s established orthodoxies, this book is a call for sociology and criminology to embrace new theoretical paradigms and devise research methods to better understand the reality of life in a post-Covid world. Offering an in-depth analysis of the harmful effects of neoliberalism before the pandemic, as well as the intervallic period the world is currently living through, the authors show how it is more important than ever for social science to evolve and take a leading role in contextualising the biggest crisis of the 21st century. This book will be an invaluable resource in contributing to debates about the Covid-19 pandemic and alternative modes of research.

- by Daniel Briggs
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- Social Sciences, Critical Thinking, Research, Coronavirus COVID-19

Цей есей присвячено питанню важливості симбіозу переживання емоцій і застосування критичного мислення. На прикладі трагічних епізодів з історії ми з’ясуємо, до чого призводить відсутність здатності співпереживати емоціям інших людей і в... more

- by Vira Vallee
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- Psychology, Social Psychology, Critical Thinking, Emotions (Social Psychology)
- by Fadwa Amtay
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- Critical Thinking
- by Paul Bertrand
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- Critical Thinking, Andragogy, Monasticism, Mendicant Orders
- by Geoffrey Pleyers
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- Intellectual History, Sociology, Social Movements, Latin American Studies

Model pembelajaran sifatnya dinamis, sehingga belajar tidak cukup hanya menyelesaikan masalah rutin atau memahami konsep-konsep yang tersurat, namun harus dapat menangkap makna pada symbol, konsep, atau prinsip-prinsip yang dituangkan dengan formulasi abstrak-formal. Target utama pembelajaran adalah membelajarkan siswa, sehingga meraka dapat memperoleh pengetahuan yang bermakna, dapat mengembangkan sesuai dengan kebutuhan, serta menerapkan pada situasi nyata. Realisasi dari kondisi ini, diperlukan upaya-upaya yang sistematis, terukur, dan berkelanjutan, demikian juga pengelolaan pembelajaran jangka panjang serta pengembangan perangkat yang mendukung pelaksanaan model tersebut.

- by Buhaerahstain Buhe
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- Communication, Critical Thinking, Collaboration, Creative thinking

In this TFM, it is intended to describe and analyse the effect of formative assessment on students’ school performance. Given the context of the school, the students and an unusual situation (COVID-19), the analysis focuses on the assessment of oral expression, as it is sometimes the less developed skill in the classroom.
Through different activities based on the theory of formative assessment, in which the student is the core, the highest degree of participation and motivation on the part of the students is sought. Students can activate their prior knowledge on how to perform a good oral presentation, analyse one, and finally spot the evaluable criteria to create a chart for peer-assessment and self-assessment and use it for learning.
It is also analysed whether the formative assessment can be carried out in online classes in the same way and with the same results that would be expected from a face-to-face class. Adapting the evaluation to an online format caused a different outcome in which the initial goals were not achieved with the same degree.
Although the unprecedented event mentioned before, this research shows that the use of formative assessment, and the involvement of students in it, have a positive effect on the academic performance of students, as long as they are used to using it regularly in the English class.

- by Carlos Ricart and +1
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- Critical Thinking, Online Learning, Classroom Management, Task-based language teaching and learning
- by Andrew Glynn
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- Education, Teacher Education, Critical Pedagogy, Critical Thinking
- by Peter A Facione
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- Higher Education, Leadership, Critical Thinking, Child Development
- by Terry Bresnick
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- Critical Thinking, Modeling and Simulation

Developing translation students' critical writing skills is an important issue in academia since they are expected to be critical thinkers and contribute to the field of study. The most important precursor of critical writing is critical reading which is an active, probing and recursive approach to interpret and use the information and ideas from the text. Meanwhile, keeping in mind the vast explosion of mass media products and technology, critical viewing is unavoidable serving the same purpose of hardcopy texts. Moreover, in recent years, the role of literature as the main component and material of its original texts has accelerated as a teaching of critical thinking and writing rather than a final goal. This paper aims to examine the effect of critical viewing and reading of literary texts on the critical writing skills of undergraduates of the Department of Translation and Interpreting. The "Ennis-Weir Critical Thinking Essay Test", designed by Ennis and Weir in 1985, was used to identify the impact of critical viewing and reading on critical writing skills. In this quasi-experimental study ANOVA, Kruskal-Wallis, and T-test were used to analyze the impact of critical viewing and reading on the critical writing skills of the 30 undergraduates.

- by Kübra BODUR
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- Literature, Critical Thinking, Writing, Translation

Los procesos de resistencia, emancipación y transformaciones sociales que
han emergido en las últimas décadas en los países latinoamericanos frente a las lógicas
de la privatización, la inversión extranjera, el extractivismo, las reformas laborales,
tributarias, y la reducción del erario público entre otros aspectos; son muestran del
fracaso del proyecto de la globalización (neoliberal) instaurado por parte de los gobiernos
neoliberales. Frente a este fenómeno emerge una serie de procesos de resistencia por
parte de países como Venezuela, Ecuador, Bolivia, Nicaragua, Uruguay, Argentina, las
comunidades originarias, los pueblos Afrodescendiente, los grupos homosexuales, los
inmigrantes y todos aquellos sujetos que ha vivido en condiciones de opresión.

- by Analéctica. Revista y Casa Editorial
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- Critical Thinking

Earth Science System in the Community is a learning model relevant to the 2013 curriculum and can improve students' critical thinking ability. The research aims to determine the effect of EarthComm learning models assisted by Avenza Maps application on students critical thinking ability. This type of research is a quasi-experiment with a pretest-posttest control group design. The research was held at High School 2 Mojokerto in the even semester 2019/2020. Data analysis using Independent Sample T-Test with IBM SPSS Statistics 22 for Windows. The results showed there was quite a significant difference between the critical thinking ability of the experimental class and the control class, evidenced by the value gain a score of the experiment class (28.11) more significant than the control class (19.89). EarthComm learning model assisted by Avenza Maps application affecting the students critical thinking ability because the syntax of EarthComm invites students to observe directly in ...

- by Yusuf Suharto
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- Critical Thinking, Active learning in georaphy, Watershed, EarthComm

The main aim of this research was to investigate the effect of computer games on student' critical thinking disposition and educational achievement. The research method was descriptive, and its type was casual-comparative. The sample included 270 female high school students in Andimeshk town selected by multistage cluster method. Ricketts questionnaire was used to test critical thinking and the researcher made questionnaires were used to test computer games. T-test and one-way ANOVA were employed to analysis of the data. The findings of the study showed that playing computer games has no significant effect on critical thinking, however, there were a significant effect of playing computer games on students' educational achievement (P<0/05). Furthermore, the results showed that the type of computer game has no significant effect on students' disposition to critical thinking and their educational achievement.

Algebraic thinking skills are one of the elements emphasized in the benchmarking of PISA (Program for International Student Assessment). However, the algebraic thinking skills among students were found to be still at a very weak level. The purpose of this study was to look at the effect of the bar model method on students' algebraic thinking skills. Pre-test and post-test were used as research instruments. The study was an experimental study conducted on 90 Form One students from a school in Tuaran District, Sabah. This study used a quasi-experimental design of pre-and post-test. The sample was divided into 3 groups, namely the group of learning methods i) Bar Model (MB, n = 30), ii) Bar Model and Cooperative Learning (MBPK, n = 30), and conventional (TR, n = 30). Statistical inference test, One-way Analysis of Variances Test (ANOVA) was used to analyze the findings of this study. The results of one-way ANOVA analysis showed that there was a significant difference in the mean score of the post-test between the MB group, MBPK group, and TR group (F (2, 87) = 9.316, p <.05). Significant differences in mean scores for post-test could only be seen between TR group with MB group (P = 0.019) and between TR group with MBPK group (P = 0.000) while insignificant differences were shown between MB and MBPK group (P = 0.304). Therefore, it is suggested that mathematics teachers use the Bar Model as a teaching aid to improve students' algebraic thinking skills.

- by nyet moi siew and +1
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- Critical Thinking

U članku, Robovi su bili sretni: Latinski jezik u srednjoj školi i horor klasičnih studija, Erik Robinson, učitelj latinskog jezika iz javne srednje škole u Teksasu, kritikuje kako, prema njegovom iskustvu, podučavanje klasika nastoji izbjeći dubinske rasprave o pitanjima poput brutalnosti rata, postupanja sa ženama i iskustva robova (Robinson, 2017.). Međutim, tekstovi poput članka "Podučavanje osjetljivih tema u klasicima srednjih škola" (Hunt, 2016.) i knjige "Od pobačaja do pederastije: rješavanje teških tema u podučavanju klasika" (Sorkin Rabinowitz i McHardy, 2014.) snažno zagovaraju učiteljima da se pozabave ovim teškim i osjetljivim temama. Oni tvrde da istorijska udaljenost između nas i grčko-rimske kulture i istorije može omogućiti učenicima da se uključe i učestvuju u raspravama koje bi inače mogle biti teške i koje mogu pružiti dragocjenu priliku za rješavanje neugodnih tema u učionici. Stoga, Robinsonova tvrdnja da podučavanje klasika izbjegava ove osjetljive teme možda nije toliko konačna. Bez obzira na to, Robinson tvrdi da iskreno suočavanje u učionici sa "nasljeđem užasa i zlostavljanja" iz drevnog svijeta može biti znatno iskomplikovano mnogim uvodnim udžbenicima koji se koriste na časovima latinskog jezika, poput udžbenika Cambridge kurs Latinskog jezika (Cambridge Latin Course-CLC), jednog od najšire korištenih srednjoškolskih udžbenika latinskog jezika koji se koriste i u Americi i u Ujedinjenom Kraljevstvu (Robinson, 2017). Robinson posebno prikazuje predstavljanje ropstva unutar CLC-a kao "prije šaljivo i banalizovano" što onda može omesti čitaočevu perspektivu o stvarnosti nasilne i zlostavljajuće prirode rimske trgovine robljem (Robinson, 2017.). Što se njega tiče, problem leži u karakterizaciji CLCovih ropskih likova Grumia i Clemensa, koji su, tvrdio je, tamo bili predstavljeni kao sretna bića i naizgled nezabrinuti zbog svojih položaja robova. U knjizi nikada nije bilo nagovještaja da su Grumio ili Clemens bili nesretni u svojim životima Istraživački članak (Prevod)

- by Ana Galić
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- Critical Thinking
- by Panagiotis Metaxas
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- Information Literacy, Critical Thinking, Critical Thinking Skills

Teach Communication with a Sense of Humor (Curious Academic Publishing, 2021). 'My friends say I'm argumentative, but they're wrong, and here are three reasons why ...' Using humorous examples for teaching critical thinking and persuasive communication The irate host of a late-night satire brings ninety-seven scientists on stage to make a point he shouldn't have to make; a sitcom character's strategy in a game of darts is to aim for the bullseye; a dissolute detective uses family values to justify an affair; the dean of a community college tears up a contract he doesn't understand because it 'feels' like the right thing to do; a comedian tries to convince himself a joke he's just thought of isn't funny so that he doesn't have to get out of bed to find a pen; a college student invents an epic sequence of disasters to help break some bad news to her parents; a lawyer negotiates with a drug lord over how many of his clients' legs he should break; Donald Trump boasts about modest he is, and Ide Amin loudly breaks wind. What do the items on this unlikely list have in common? They are a sample of humorous demonstrations of poor reasoning and cognitive biases I use when teaching critical thinking and persuasive communication to university students.

- by Stuart Hanscomb
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- Communication, Comedy, Critical Thinking
- by Anna Brugnolli
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- Nursing, Reflective Practice, Critical Thinking, Clinical Reasoning
- by Kevin Walby
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- Critical Theory, Sociology, Cultural Studies, Criminology

«مردم بابل می خواستند با ساختن برجی که سر به فلک بکشد قدرت و عظمت خود را نشان بدهند، اما خداوند اراده کرد تا سازندگان برج زبان یکدیگر را نفهمند و نتوانند با هم همکاری کنند و در نتیجه ساختمان برج را نیمه کاره رها کردند.»

- by Sarah karimi
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- Architecture, Critical Thinking, معماری
- by Hanan Alexander
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- Philosophy, Ethics, Critical Thinking, Educational Philosophy
- by Marsigit Hrd
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- Mathematics Education, Learning and Teaching, Critical Thinking, Everyday Life

Visual analytics (VA) combines the strengths of human and machine intelligence to enable the discovery of interesting patterns in challenging datasets. Historically, most attention
has been given to developing the machine component—for example, machine learning or the human-computer interface. However, it is also essential to develop the abilities of the analysts themselves, especially at the beginning of their careers.

- by Ronald A Rensink
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- Critical Thinking, Visual Analytics, Analytics, Undergraduate Education

Nuestra tradición filosófica ha funcionando como un mito de la racionalidady no como un desarrollo de la racionalidad misma. Esta tradición muestratodas las características típicas de los sistemas mítico–mágicos. Sólo uncambio de condiciones sociales podría permitir el surgimiento de unaracionalidad genuina. De manera inversa, sólo el surgimiento de unaracionalidad genuina, podría producir el surgimiento de las condicionessociales apropiadas en las que la racionalidad pueda prosperar. No puedehaber un desarrollo filosófico genuino al margen de las condiciones socialesapropiadas. Se intenta aquí hacer un bosquejo de esta situación.

- by DANILO GUZMAN
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- Philosophy, Critical Thinking, Magic, Filosofía
- by William Irwin
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- Critical Thinking, Depression (Psychology), Fallacies, Cognitive Therapy

¿Es capaz el alumnado de secundaria de interpretar información donde se invisibiliza, se oculta o se niega la presencia de determinados grupos sociales, colectivos, identidades o culturas? La propuesta presentada tiene como finalidad educar la interpretación crítica de diferentes imágenes e informaciones en las que se muestran situaciones de invisibilidad de mujeres, pobres, inmigrantes, refugiados y refugiadas.