Welcome to the ConneCT section of our cafe. The term ConneCT means connecting through critical thinking.
In this section, we invite you to share your own postings, and read those of other members.
{"ops":[{"insert":"In this interview, Dr. Elder answers important questions about critical thinking, its history, its development in humans, and its applications in human life. \n\nWe thank Mr. Maciej Winiarek for his excellent questions! "},{"attributes":{"bold":true,"link":"https://community.criticalthinking.org/watchEmbeddedVideo.php?id=347"},"insert":"See the interview here"},{"insert":".\n"}]}
{"ops":[{"insert":"I am grateful to be a part of the Critical Thinking Community. I am interested in learning more about critical thinking processes and how to apply them effectively in communication.\n"}]}
{"ops":[{"insert":"Welcome Titine to the community for Critical Thinking. There are many resources available from this site. I would suggest that you look at the Paul-Elder model for CT with the elements and standards of CT along with the intellectual traits as the foundation. \n"}]}
{"ops":[{"insert":"This video, also about the wonders of Neuroplasticity, gives more substantial and convincing reasons for teaching and learning P&E CT. \n"}]}
{"ops":[{"insert":"This youtube video is about \"Neuroplasticity\" Because of neuroplasticity we can change the chemical, structural, and functional aspects of our brains, positively or negatively, by the way we think and behave.\n\nThe speaker, Dr. Lara Boyd, is a brain researcher. As I listened to this video I thought that learning P&E CT is not only good for our minds but because of Neuroplasticity, CT changes our brains, too.\n\nIf school administrators, faculty, etc, were aware of the ways P&E CT contributes to brain development, they might be more inclined to include P&E CT in their organizations.\n"}]}
{"ops":[{"insert":"There's an article on MSNBC. I couldn't figure out how to post it here. The article gives good reasons for Education and could be used to help promote P&E CT in schools, businesses, adult ed, etc.\n\nTitle:\n\"A grim trend among Americans without college degrees exposes an enormous failure.\"\n"}]}
{"ops":[{"insert":"Is this the link? "},{"attributes":{"link":"https://www.msnbc.com/opinion/msnbc-opinion/college-degree-life-expectancy-rcna118571"},"insert":"https://www.msnbc.com/opinion/msnbc-opinion/college-degree-life-expectancy-rcna118571"},{"insert":"\n"}]}
{"ops":[{"insert":"Yes, probably. The article I read was about how a college education increases longevity while less educated people\ndie sooner.\n\nI've also heard that the closer you live to downtown, the sooner you die due to more stress.\n"}]}
{"ops":[{"insert":"The key takeaway from this from my point of view is that the working class is falling and failing life expectancy. Quote: \"As Princeton economists Anne Case and Angus Deaton show "},{"attributes":{"link":"https://www.brookings.edu/wp-content/uploads/2023/09/1_Case-Deaton_unembargoed.pdf?utm_source=substack&utm_medium=email"},"insert":"in their new research"},{"insert":", the gulf in life expectancy between people with and without a college degree has widened dramatically since the 1990s. As of the end of 2021, there was a shocking 8.5-year age gap between the two cohorts, with the life span of Americans without a college degree trending sharply downward in recent years.\"\n\nWhy is this? \n"}]}
{"ops":[{"insert":"The video was a powerful reminder of how important it is that I practice consistently identifying and questioning my assumptions. The \"primary\" or often \"starting-point\" ideas can lead to vastly different outcomes. I want outcomes in my life to be as happy as possible so I had better improve my ability to think through my assumptions so that I can behave in ways that can maximize the chances of happy outcomes. Linda's strategy of being aware of inferences \"first\" and then working backwards to \"what assumption(s) led to the inference\" is a great strategy and one I will try to begin using today. \n\nThe video reinforced for me the primacy of assumptions in thinking about thinking. I \"almost can't think or move\" without making assumption(s) and it's this \"always\" characteristic of making assumptions that often (probably) makes it so hard to identify assumptions - \"I take making assumptions so for granted so it's hard to separate them in my thinking about thinking.\"\n"}]}
{"ops":[{"insert":"Hello Scott,\nYou refer to a video but didn't identify any specific video. Regardless, your thoughts \"On Assumptions\" open an \"in road\" to self awareness for me and how, in a split second, I can go from information, to an assumption I'm taking for granted, to an inference/conclusion, that may or may not be, in my own best interest if I act on my inference/conclusion.\n\nI'm guessing you're referring to the video I posted but \"I wouldn't bet the house on it\" because good gamblers only bet on a sure thing. Now that I think about what makes a \"good gamblers,\" they've probably learned the hard way not to take their assumptions for granted. I wonder if FCT has a booklet on \"Critical Gambling?\" HA, HA, HA. Not so funny...\n\n\"Therefore,\" in conclusion....I'm like a novice gambler with no experience, going to Vegas every day, arrogantly deceiving myself by not recognizing and questioning my assumptions as life deals out the cards.\n\nI'll have to practice the virtue of \"intellectual humility\" by asking myself throughout the day what I know and don't know. Thank you Scott for your perceptive thoughts \"On Assumptions.\"\n"}]}
{"ops":[{"insert":"Scott, can you clarify and provide us a link to the video that you are referring to? Thank you. No need to make assumptions until we hear from you. \n"}]}
{"ops":[{"insert":"Hello,\n\nScott is referencing the following video:\n\n"},{"attributes":{"link":"https://community.criticalthinking.org/watchEmbeddedVideo.php?id=294"},"insert":"The Analysis of Reasoning: Going Deeper - Assumptions"},{"insert":"\n"}]}
{"ops":[{"insert":"Regarding the youtube video I posted above: The old TV show \"Star Trek\" sometimes referred to a concept called a \"Reality Distortion Field.\" A RDF was used by \"Aliens\" to conquer other civilizations. Wikipedia used to have a definition of a RDF. However, it's kind of self explanatory.\n\nAs I have been learning how to think about my thinking while I'm thinking, I recently came to the sobering insight (clarity) that my own distorted and confused thinking has created my own personal RDF in my own mind. \"But wait! There's more.\"\n\nI also clearly see that there are, have been, and always will be, cleverly disguised \"Aliens\" in my external world, who have or may, knowingly or inadvertently, in bad faith or good, expose me to or try to impose their RDF on me. It has been said on Wikipedia that Steve Jobs created a RDF to get his employees to be more productive. \n\nMy distorted, reactionary, and confused thinking and other people's thinking have \"cast a spell\" on me. In a recent video interview with Dr. Elder and Alison Morrow, Dr. Elder stressed the importance of \"Focusing on Yourself.\" How I think and behave toward myself has an effect on me. How others think and behave towards me, effects me. My thinking and behavior toward others has an effect on them.\n\nMoral of this story: Use Paulian Critical Thinking at least twice before you act and at least twice before you speak or write. Also, remember that in the FCT literature the authors clearly state that learning how to think critically is \"daunting,\" \"challenging,\" and a \"tall order.\n\n \n"}]}
{"ops":[{"insert":"William: watching the first part of the Don't Believe Everything You Think video, I found myself thinking about the trait Intellectual Curiosity and how this was diminished over time by egocentric and social centric thinking. Our environment has much influence on our responses or reactions to the stimulus that are given to us and our Intellectual Curiosity will be altered if we let it. Critical thinking is a strong defense to not let it happen. \n"}]}
{"ops":[{"insert":"Hello Joe,\nThank you for your thoughts. Yes, CT is a defense against Ego and Socio, my own and other peoples.\nI'm going to post a video about \"Neuroplasticity.\" What we think and do alters our brains chemically, structurally, and functionally, for good or bad, positively or negatively. All the more reason to teach CT K-12, college level and adult education.\n\nI might be able to post an article about how education has an effect on our longevity. \n"}]}
{"ops":[{"insert":"Hello William, appreciate your response. Good to see active participation on these pages.\n\nResearch is needed in many facets of critical thinking and it’s good to share what the latest scientific valid information is available. I feel sometimes we live in a medieval period of ignorance on this subject and the more we bring to knowledge the better in understanding the critical thinking person.\n\nOne of the best books I read on conditioning of thinking is the one written by Dr Spencer Johnson, “Who Moved My Cheese”. It is a great self analysis of the stages of changes we face and our reactions/responses to them. Sniff, Scurry, Haw and Hem are the characters created to identify who we are. I presented this materials to my children’s classes in second grade and 12 grade and found a significant differences in the identification of characters with that time span. It was only one demonstration but an eye opener on what conditioning does to our thinking over a formative period of time. \n"}]}
{"ops":[{"insert":"I very much appreciated his ability to explain the progression of the attitude of government not for the common good.How many feel it is all for the wealthy. What we are faced with today is not just Donald Ttump but decades before him the conditions eroding our doctscy were taking root. I enjoyed his ideas do much that I bought the book immediately after listening.\n"}]}
{"ops":[{"insert":"Jeri is probably referring to Robert Reich's town hall discussion, 'The Common Good\":\n\nhttps://www.youtube.com/watch?v=66XvoY_HO5g\n"}]}
{"ops":[{"insert":"In Robert Reich’s Town Hall You-Tube talk he provided a clear overview of the dramatic change in circumstances from the 1960’s to 2016 that predisposed to the broad acceptance of Trump. Having lived through the Great Depression and WW2 the adult generation of the 60’s had a sense of interdependence and shared ideals for “The Common Good” that were reflected in JFK’s famous calling: “Ask not what your country can do for you, but what you can do for your country”. Belief that the government does the right thing most, or all of the time, declined from 71% in 1963 to 16% in 2016 associated with numerous government cover-ups and actions such as Watergate, Vietnam war, and the Iran-Contra affair, etc. A result was a prevailing belief that the rich were doing well while the common person was being left behind (e.g. stagnant wages for decades), creating an environment ripe for a “demigod” to step in and for blame to be directed to others (e.g. existing government, immigrants, big tech, etc.).\n\nHe also provided an interesting take on capitalism where he stated it was not capitalism itself that is the problem, rather it’s how capitalism is organised. He believes capitalism could be organised to contribute to the common good but it would require fairer access to private property and goods and services through strategies such as Universal Basic Income, funded through increasing tax on the wealthy.\n\nHe finished with a lovely description of what he calls “Eloquent listening” that links to an earlier statement he made that the “best way to learn is to talk to people who disagree with you”, noting that people tend to stay in their own bubble and don’t talk to others (e.g. with different political, religious, etc. beliefs) and, as such, limit their opportunity to learn. He explained that Eloquent listening was the process of listening to something you may not like, then repeating what you heard to make sure you got it right, AND being open to change on the basis of what you hear. This is analogous to the Intellectual Trait/Virtue of “Intellectual Courage” as described and promoted in the Paul & Elder framework of critical thinking.\n"}]}
{"ops":[{"insert":"Is this the link for the talk? "},{"attributes":{"link":"https://www.bing.com/videos/riverview/relatedvideo?q=Robert+Reich+Town+Hall+You-Tube+talk&mid=4FE3B0F929D268A5AD994FE3B0F929D268A5AD99&FORM=VIRE"},"insert":"https://www.bing.com/videos/riverview/relatedvideo?q=Robert+Reich+Town+Hall+You-Tube+talk&mid=4FE3B0F929D268A5AD994FE3B0F929D268A5AD99&FORM=VIRE"},{"insert":"\n"}]}
{"ops":[{"insert":"\"Simple\" conceptual questions may be an imprecise adjective as even simple conceptual questions are complex."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"The distinction between simple conceptual questions and complex conceptual questions is that simple conceptual questions can be \"settled through definition alone\"."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"The process of thinking through complex conceptual questions requires one to think in multiple viewpoints."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Analyzing complex conceptual questions in nonscientific disciplines such as psychology, requires one to examine: model cases, contrary cases, related cases distinguishing these from borderline cases."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"We should not conflate the brain and the mind. The mind is not a \"concrete\" thing. Some things can be proven by reasoning but not be empirical, logical but not work in practice. "},{"attributes":{"list":"ordered"},"insert":"\n"}]}
{"ops":[{"insert":"Richard Paul's classic keynote speech at the 8th Annual International Conference on Critical Thinking has been published. \n\n"},{"attributes":{"underline":true,"bold":true,"size":"large","link":"https://community.criticalthinking.org/watchEmbeddedVideo.php?id=343"},"insert":"Listen Here"},{"attributes":{"align":"center"},"insert":"\n"}]}
{"ops":[{"insert":"Capitalism has affected me in both positive and negative ways. One positive way in which capitalism has been beneficial to me is the inculcation of a work ethic. My first paying job was at the age of 14 when I worked as a \"soda jerk\" for a drive-in \"restaurant\" when I made $1.25 cents an hour. Earning money for a job taught me responsibility to do a good job at work and responsibility in what I did with the money I earned. For example, if I made a mistake on an order, or if the customer was not satisfied, I had to take responsibility by a) apologizing to the customer and b) correcting the order at my own expense. Each week when I got paid, I had the choice to spend or save or spend AND save my earnings. My parents gave me suggestions, but I had the free choice. I blew through my first month of earnings on buying stuff I didn't need. I was spending my earnings because I could. After two months, something I really wanted was on sale, I didn't have the funds to purchase it. If I had been saving a portion of my paycheck, I would have had the money to buy that coveted item. I lived in a former Communist country for two years and noted that many people did not have a work ethic. No matter how hard they worked or how long they work, they could not improve their monthly income. Capitalism does encourage people to work well at their jobs in order to improve their situations.\n\nA negative effect that capitalism has had on me regards the paying of income taxes and, what I view as, class inequities regarding what percentage of income the different classes are required to pay. For example, my brother and his wife are both physicians while I am a teacher. One year, I learned that the percentage of income my brother had to pay in income tax was much lower than the percentage of income I had to pay. Hs earnings were five times higher than my own earnings, and he was paying significantly more dollar-wise than I had to pay. but this seems unfair that those with less income bear a larger burden.\n\nAs a last thought, I find it untenable that there are multi-billionaires in a world where children go to be hungry. The reasons why are complex, but it seems a truism that \"the rich get richer while the poor die.\"\n"}]}
{"ops":[{"insert":"Hi Kathy,\n\nIt is a pleasure to read your thoughtful comments, especially the way you give what you consider both positive and negative effects of capitalism.\n\nSomething that became clear to me from reading your comments (and those of Bruce below) is that there was a flaw in the content of the podcast itself. Neither Linda or I made clear what we meant by capitalism. That's more serious in my case because I've found in my teaching that people have wildly different concepts of what capitalism is.\n\nA central part of capitalism is that people can make money not through their work or their contributions to society, but through their "},{"attributes":{"italic":true},"insert":"capital"},{"insert":"--the money they have invested in businesses. Thus, in a capitalist system you can \"earn\" money--dividends--simply by buying a share of stock in a corporation. Your money itself earns you money. Similarly, in a capitalist society you can make a profit on a business you own. In a non-capitalist society (socialism or communism) you don't earn a profit, but you do earn a salary, it can be high or low or anywhere in between, depending on what you do. Think of it: if you own enough shares in a corporation that's successful, you can play golf all day, not do a day's work, and still \"earn\" an unlimited amount of money.\n\nIncome tax is in fact an "},{"attributes":{"italic":true},"insert":"anti-capitalist"},{"insert":" law. It was passed in the teeth of opposition from corporations. Capitalists are still strongly opposed to it. \n\nI like the way you use experiential evidence as part of your response: your time living in a communist country. I too have experienced the lack of a work ethic in communist countries (coupled with a high degree of bureaucratic rudeness). But in Malaysia, there is also a significant lack of work ethic. Malaysians are guaranteed a degree of comfortable living by the government. But Malaysia is a strongly capitalist country. In another contrast, Scandinavian countries have been pretty strongly socialist for the lat 50 years, but they have the highest standard of living in the world and they have well-developed work ethic. So there are many variables.\n\nThe U.S. too has many \"socialist\" aspects to it. Think of "},{"attributes":{"italic":true},"insert":"public"},{"insert":" universities (in contrast to for-profit universities). All of the following are \"owned\" by the public, and no one makes a profit on them: streets, highways and interstates (even toll roads); national, state and city parks; police and fire departments; sidewalks; public elementary, middle and high schools; anything else you can think of that is public. In a thoroughly capitalist society, all of these could be privately owned. You'd have to pay someone to drive down the street. (There are important capitalism-advocates who push for privatization of almost all of these!)\n\nI find that the problem in making comparisons with \"Communist\" countries is that the ones that existed in the 20th century were all also dictatorships. As far as I can see, there is nothing in the concept of \"communism\" itself that either requires dictatorship or limits people's freedom (except of the \"freedom\" to make a profit without working for it).\n"}]}
{"ops":[{"attributes":{"bold":true},"insert":"CAPITALISM HAS AFFECTED ME"},{"attributes":{"align":"center"},"insert":"\n"},{"insert":"Capitalism has given me greater freedom. Coming from Enlightenment thought which gave us the ideals of unalienable rights of man including life, liberty, pursuit of happiness. Adam Smith expanded on this to argue, \nCapitalism has provided greater choices (selection of goods, career, etc.)\nCapitalism has provided a good standard of living and improved conditions.\nCapitalism has created a number of middle-class jobs making it more likely I may be employed.\nBecause capitalism allows for innovation, labor unions formed to provide collective force of employees to overcome unsafe work conditions, low pay, long work hours, etc. meaning the free capitalist market has provided me with safe work conditions, acceptable pay (and freedom to go someplace else is the pay is not acceptable), and standardized work hours. \n"},{"attributes":{"bold":true},"insert":"COMMENTS ON THE PODCAST"},{"attributes":{"align":"center"},"insert":"\n"},{"insert":"“It’s true because I want to believe it” with relationships. It seems we have to want it to work in order to make it work. If this is related to “It’s true because I ‘need’ it to be true so I can be happy,” the concept likely is unreasonable.\nThe opposite of “we do it because it’s what we’ve always done” is as unreasonable as “we’ve always done it that way so it must be obsolete, let’s change it.” People have said the Constitution is obsolete because it does not consider modernity and its ramifications. However, the Constitution allows for amendment which would provide for that change. If people choose not to go through the effort of the amendment process it is a failure of the people, not of the document itself. Another reaction to that is that it is obsolete because we have outcomes we don’t like therefore, we can legitimately bypass it. \nSocio-centric thinking leads to a situation such as that articulated in the Shirley Jackson short story "},{"attributes":{"italic":true},"insert":"The Lottery"},{"insert":". The last words of the victim were, “It isn’t fair. It isn’t right.” One of these statements is apparently false while the other is arguably true. This story was an attempt by Jackson to point out the danger of blindly following tradition.\nIf we engage in socio-centric thinking and we are aware of that fact, are we to accept the beliefs of other societies as no better nor no worse that ours? In other words, are there absolute truths? This question comes from some recent reading in which it appears that males in a number of cultures accept rape as legitimate. I can’t believe that action can be considered acceptable because I don’t want to believe it. I can’t imagine it to be legitimate. Is this an error in thinking? I can form a cogent argument against this act based on the rights of all people but if women, in the subject culture, are considered lesser, that argument will not convince any men in that culture to change. \n"}]}
{"ops":[{"insert":"Hi Bruce,\n Thanks for your comments. One thing I especially liked about them is that you bring up \"the other side\"--arguments either questioning or opposed to some of the points of view in the podcast.\n\nLet me respond briefly to a few of your points. You very commendably detail some of the benefits that you see capitalism has brought about. What I don't see is an attempt to detail some of the harms capitalism has brought about. (Maybe you believe that capitalism is 100% positive. I doubt that's what you're saying. But if so, it would be good to say so directly.) That said, many of the benefits you attribute to capitalism may well not be a result of capitalism, but of other aspects of life since "},{"attributes":{"italic":true},"insert":"Wealth of Nations"},{"insert":". Indeed, some of the benefits you mention are traditionally thought of as opposed to capitalism: collective bargaining, mandated safety working conditions, higher pay, shorter hours. These were all accomplished by legislation directly aimed at limiting the power oof capitalism. Prominent advocates of capitalism still today argue against all of these. They oppose laws that limit free marketing.\n\tAbout your remarks on relationships: It may well be true, as you say, that for a relationship to work I have to believe in it. But relationships do not work just because a person believes in it. There have to be a great many other factors going on to make a relationship work. There are plenty of dysfunctional and/or abusive relationships that continue because people believe in them--despite all evidence to the contrary.\n\tAbout your last remark on sociocentric thinking: Different societies accept different beliefs and engage in different practices from one another. But that is entirely separate from the question of whether a particular belief is true or false and whether a particular practice is right or wrong, ethical or unethical. These latter two questions are not to be answered simply by what this or that society "},{"attributes":{"italic":true},"insert":"believes"},{"insert":". They are to be answered by reasoned judgment and evidence of harm done. Whether you can "},{"attributes":{"italic":true},"insert":"convince"},{"insert":" someone of something is a quite different matter. That's mostly a psychological question. There may well be no way to convince X that he has not been abducted by aliens. Many human beliefs are deeply entrenched in us.\n\tThanks again for you comments. I can see your mind thinking its way through these questions.\n\n"}]}
{"ops":[{"insert":"This was a really good overview of some of the features relating to how analysis fits into our critical thinking model. Dr. Nosich's building upon Dr,. Elder's initial discussion of the topic was a key point, by saying that using analysis within a \"systems\" framework or \"logic\" was an essential part of what critical thinking analysis involves. While taking something apart is basic analysis, the purpose is almost purely informational (which Dr. Elder confirms), and the logic (bringing in other elements of reason) allows for the interpretation of that information and developing inferences, implications, etc., from it. \nOne question that rises from the interchange is in reaction to Dr. Nosich assertion (if I understand him right) is that looking at something from a systems viewpoint or logic viewpoint is necessary for a meaning to emerge. What occurred to me is that, if for instance I was trying to see if a part of my car was damaged, I could look at the part in comparison to its design and tell, without having any need to look at any other part. But perhaps the design itself implies the logic within which the part is supposed to function. \nAlso, I appreciated the notion that analysis meant digging deeper into concepts, \"parts of parts,\" in order to complete the process. We look for subconcepts, and we look for \"prior\" questions, in order to do analysis well.\nAnd finally, the discussion of synthesis was interesting. The concept of \"integration\" was brought in, but I would have liked to see how this might have been related to the concept of \"creativity\" which Bloom has its the top of his heirarchy but which the Paulian theory also talks about. I have thought about this in terms of using the elements and standards to develop new ideas or better versions of old ones. I would be interested in seeing how this meshes with others' thinking.\n"}]}
{"ops":[{"insert":"Hi James,\n\nThese are incisive take-aways from the podcast. In addition, you raise good questions about the content. Let me respond to one or two of them.\n\nAbout the damaged car-part in relation to systems: Here's an extension of what you are questioning: People do not need to know the system of how a car works in order to repair a part. (Back when I repaired my own cars, I had no idea of the role, say, a solenoid starter played--I just knew that the clicking means it had to be replaced.) So that brings up the nice question you raise about what systems are necessary to understand in order to diagnose and repair a damaged part?\n\nOne answer is the one give: the design gives gives you at least a rough-and-ready logic. We know enough of the logic of design to know that an unattached wire is not part of the intended design. Related to that is the concept of \"damage\" itself. I have to know enough of the part's function to see that it needs to be replaced. An oil pan with a gash in it (from going over rocks, for example) is damaged--but it doesn't on those grounds need to be replaced. But if it's"},{"attributes":{"italic":true},"insert":" leaking oil"},{"insert":", it "},{"attributes":{"italic":true},"insert":"does"},{"insert":" need to be replaced. That is, it's about the standard of relevance: what is "},{"attributes":{"italic":true},"insert":"relevant"},{"insert":" to replacing a part is not just whether it is \"damaged,\" but whether its function is impaired. That's systems-thinking.\n\nAbout your comment about Bloom. Synthesis is allegedly at \"the top\" of his hierarchy, but it seems clear to me that that is a mistake. Bloom always leaves the standards out. He must be assuming that the synthesis in question is both "},{"attributes":{"italic":true},"insert":"accurate"},{"insert":" and "},{"attributes":{"italic":true},"insert":"significant"},{"insert":". A says \"The U.S. government is dysfunctional.\" B says \"What about it is dysfunctional? In what ways is it dysfunctional?\" A replies, \"The whole thing is dysfunctional!\" A is doing synthesis: bring all the parts together. But it's not critical thinking. It's just an empty synthesis. \n"}]}
{"ops":[{"insert":"Bloom put Evaluation at the top of his taxonomy. I have thought of this for some time and have come to the conclusion that analysis shows the parts of a system and how they interact to create a whole. Synthesis is the putting of pieces together to create a greater understanding (or a system). Evaluation judges the value and validity of an idea (that is, idea writ large). Others have argued that synthesis is the top but, it seems, without being able to 'fit pieces together,' one cannot determine their value or validity. \n"}]}
{"ops":[{"insert":"I’ve listened to this first episode of the podcast series more than once and, each time, I’ve gained new insights and understandings! I’m always thrilled to realize how deeply and richly my learning about critical thinking can grow.\n\nHere are just a few points that I learned from this time I listened to Episode 1: “The Analysis of Reasoning: Going Deeper – Analysis Overview”:\n \n1. There are two kinds of analysis. \nIn other words, analysis of inanimate, natural objects and analysis of human reasoning. When we break something down into its parts, we are checking what it is made of or what constitutes it. When we are analyzing human thinking, then, as Dr. Nosich explains, we are asking: “What is going on in this thinking?” In this way, the Elements of Thought, though always present in my thinking, are essential to clearly and explicitly “go through” the parts of my thinking to aid my understanding about what is really going on in my reasoning. \n \n2. Relevance between the Elements of Thought, the parts of our thinking, is really important because we are trying to analyze how things are connected within a particular context. In other words, when we analyze, we are trying to figure out the logic of that thinking. \n \n3. Dr. Nosich’s clarification that there is a difference between “the parts of the thing” and “the parts of my "},{"attributes":{"italic":true},"insert":"thinking"},{"insert":" about the thing” was an incredibly helpful point! \n \n4. Bloom’s Taxonomy doesn’t include or refer to any Intellectual Standards (Nosich). As an educator, I find this exposes a significant gap in the assumptions we have about using Bloom’s Taxonomy in teaching. Without using clear Intellectual Standards, we cannot teach our students how to assess the quality of their own thinking! An implication of not having clear standards is that our students might assume that ALL learning and assessment is arbitrary and that it doesn’t matter "},{"attributes":{"italic":true},"insert":"how well"},{"insert":" they remember, apply, analyze, or create. \n \n5. A caution: the Standards and Elements can be used self-deceptively and, therefore, we can miss the purpose of critical thinking – developing the Essential Intellectual Traits in ourselves.\n"}]}
{"ops":[{"insert":"On your item #4: One of the mentioned factors of intellectual standards was depth and breadth. From what I've seen in Bloom's Taxonomy, it is clearly aimed at depth of knowledge/understanding. I lean on Bloom's Taxonomy heavily to demonstrate to students what type of thinking they should be aiming for. I think if I can expose them to this type of thinking, they will be in a position to understand other types of thinking. \n"}]}
{"ops":[{"attributes":{"background":"white","color":"#222222"},"insert":"In watching "},{"attributes":{"color":"#1155cc","link":"https://community.criticalthinking.org/watchEmbeddedVideo.php?id=312"},"insert":"(Ep. 17) Intellectual Virtues: Going Deeper - Overview & Intellectual Empathy"},{"insert":" with Dr. Elder and Dr. Nosich, I learned the following:\n \n1. During the introduction to the Intellectual Virtues, Dr. Elder emphasized that ethics imply the Intellectual Virtues. That was an important clarification.\n \n2. An Intellectual Virtue, as Dr. Nosich stated, is "},{"attributes":{"italic":true},"insert":"doing"},{"insert":" the thing – not simply the "},{"attributes":{"italic":true},"insert":"ability to do "},{"insert":"the thing (approx. 6 min). In other words, an Intellectual Virtue is not a skill, but rather a way of being. For example, Intellectual Perseverance isn’t "},{"attributes":{"italic":true},"insert":"the ability to persevere intellectually"},{"insert":", but "},{"attributes":{"italic":true},"insert":"IS "},{"insert":"persevering intellectually. \n \n3. This was stated more than once and was a good reminder: the terms used in critical thinking (the Elements, Standards, and Traits) are NOT mantras! They have to be used and practiced. The words must be “unpacked,” as Dr. Elder stated. It’s essential that we take time to understand and to clarify the meanings of the words "},{"attributes":{"italic":true},"insert":"for ourselves"},{"insert":" – not simply use the words thoughtlessly or assume that they are shortcuts to developing our habits of mind. \n \n4. When distinguishing between critical "},{"attributes":{"italic":true},"insert":"thinking"},{"insert":" and the critical "},{"attributes":{"italic":true},"insert":"thinker"},{"insert":", Dr. Nosich noted that a critical thinker is a person who looks at things “appropriately,” not optimistically or pessimistically (approx. 20min).\n \n5. To develop our Intellectual Empathy, which is an Intellectual Virtue that requires the practice of certain skills, it is important to exercise that skill by considering Points of View that we’ve never considered before. Again, the reminder that Intellectual Empathy is "},{"attributes":{"italic":true},"insert":"not"},{"insert":" adopting the feelings of that person, but, rather, is to fairly and accurately think through a Point of View is an important one. Also, the reminder that if we refuse to even consider another Point of View that it is a problem: thinking narrow-mindedly and being so intellectually arrogant to assume that we are “the be all and end all” of knowledge is dangerous. \n \n \n"}]}
{"ops":[{"insert":"Thank you Linda for these insightful comments. As you reveal, it is essential not just to hear and watch, but to incorporate the ideas we are hearing into our thinking by doing exercise like you have done here.\n"}]}
{"ops":[{"insert":"Hi Linda,\n\nThese are impressive \"learnings\" you've taken from the podcast. I think you've picked out and internalized the most central ideas.\n\nA further comment (and a challenge): You've given an accurate summary of the main points of the podcast. And you've set them out in abstract terms. Here's the challenge: In accord with your points 2 and 3, can you make the 5 \"learnings\" concrete ? You could do that by giving an SEE-I for each of the five. Short of that, you could give your own example of each. "},{"attributes":{"italic":true},"insert":"Doing"},{"insert":" that would also make the points more directly relevant to you personally.\n"}]}
{"ops":[{"insert":"The first video from Feb.2023 on this top is helping me take a closer look at;\n1. The interweaving of the concepts or constellation of conceptual ideas.. \n2. How curiosity is an important rtent ckvi g to better understanding.\n3. The curiosity in one,'s mind feeds questioning. Einstein repeatedly stressed the need for us to keep curiosity alive.\n4. The questions provide factual answers that most not be ignored.\n5. Each standard is to be taken I divinely and how it relates to other standards.\n6. Looking to see if the origin standards need modification.\n"}]}
{"ops":[{"insert":"Hello Jeri,\nI had trouble following what you were saying. I'm guessing it;'s because your mind was moving faster than your fingers on the keyboard.\n"}]}
{"ops":[{"insert":"Hi, \n\nI am looking for folks who want to practice critical and analytical thinking and writing. I wonder if there exist a study group that I can join or if not we can begin one. \n"}]}
{"ops":[{"insert":"Hello, Seema! While it's not specifically writing-focused, you may be interested in an upcoming guided study group with Dr. Nosich on \""},{"attributes":{"bold":true,"link":"https://www.criticalthinking.org/pages/guided-study-groups-in-the-center-for-critical-think/1382#critical-thinking-for-life-learning-and-work-dr-gerald-nosich"},"insert":"Critical Thinking for Life, Learning & Work"},{"insert":".\" Writing will certainly feature prominently in this group's work.\n"}]}
{"ops":[{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"“Logic of "},{"attributes":{"italic":true,"background":"white","color":"#222222","bold":true},"insert":"Tom Jones"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"” by Henry Fielding"},{"insert":"\n\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"As I imagine writing from Fielding’s point of view, my Logic for writing this novel was:"},{"insert":"\n\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"Purpose:"},{"attributes":{"background":"white","color":"#222222"},"insert":" "},{"insert":"\n"},{"attributes":{"background":"white","color":"#222222"},"insert":"My purpose was to show the petty nature of human thinking, but to balance that with a representation of intellectual perseverance and the development of the intellectual virtues. In other words, rather than focusing solely on the problematic aspects of human nature, I offered a series of examples to demonstrate the growth of someone’s character as they acknowledge their egocentric and sociocentric tendencies. For example, both Tom Jones and Mr. Allworthy make many mistakes, but ultimately both demonstrate Intellectual Humility when they admit that they were wrong and commit to changing themselves and how they treat others."},{"insert":"\n\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"Problem:"},{"insert":"\n"},{"attributes":{"background":"white","color":"#222222"},"insert":"The main problem I examined was the ways that human nature deceives itself and how challenging it can be to change our thoughts and habits. Other problems I addressed were the problem of dominating parents, what happens when people lie about you, how the desire to be unique and to have money can corrupt people; fractured relationships; the consequences of poor decisions; etc. "},{"insert":"\n\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"Information:"},{"attributes":{"background":"white","color":"#222222"},"insert":" "},{"insert":"\n"},{"attributes":{"background":"white","color":"#222222"},"insert":"The information I used was simply a compilation of human experiences. In other words, rather than making up examples of egocentricism and sociocentrism, I surveyed how I’ve seen people act. Whether using the pub landlords, landladies, the selfish pull of parents, the kowtowing of lower classes to their superiors, or the desire for secrecy and affect of shame, I merely had to pull these in various ways into my story to make it plausible and to demonstrate the complexity (and superficiality) of human nature."},{"insert":"\n\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"Concepts: "},{"insert":"\n"},{"attributes":{"background":"white","color":"#222222"},"insert":"The important concepts I used were: "},{"insert":"\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"Human nature."},{"attributes":{"background":"white","color":"#222222"},"insert":" In other words, the common characteristics and flaws of how humans think and behave. "},{"insert":"\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"Virtue:"},{"attributes":{"background":"white","color":"#222222"},"insert":" the true demonstration of a good thinker and a well-rounded, fairminded person"},{"insert":"\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"Wealth:"},{"attributes":{"background":"white","color":"#222222"},"insert":" what one ascribes value to. Specifically, I showed the tendency for people to ascribe money as wealth, but I wanted to show that true wealth is in healed and healthy relationships, living with a strong and consistent character, and taking care of others."},{"insert":"\n\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"Point of View:"},{"insert":"\n"},{"attributes":{"background":"white","color":"#222222"},"insert":"My point of view is that humans are the way they are, but humans can change. That it is possible for humans to grow intellectually and ethically so that they can be better and can live differently in a toxic, damaged world. I considered the points of view of all classes of society and, unusually, the perspectives of gender and education. Unlike many other writers, I did not adopt a religious or moralistic perspective because I wanted to show that an ethical life need not be tied to fear of damnation or other rubbish that is often taught in religious circles."},{"insert":"\n\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"Assumptions:"},{"insert":"\n"},{"attributes":{"background":"white","color":"#222222"},"insert":"I did take some aspects for granted, including that my readers would want to read about the intellectual and character growth of a young man. I also took for granted that my readers would be familiar with the context in which my story is written and is relevant. That said, my assumption was that people would be reading it in my day – not that it would become one of the most important works in English literature!"},{"insert":"\n\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"Implications and Consequences:"},{"insert":"\n"},{"attributes":{"background":"white","color":"#222222"},"insert":"From my perspective, I am convinced that an implication of reading my novel is that the reader will be moved to analyze their own thoughts and behaviours. A consequence that I hope for is that the reader "},{"attributes":{"background":"white","color":"#222222","italic":true},"insert":"will"},{"attributes":{"background":"white","color":"#222222"},"insert":" change their actions not only in the ways they deceive themselves, but also in the ways they treat others. I also think that if people studied the first chapters of each book, they would gain important insights into the writing process and to its relationship to thinking."},{"insert":"\n\n"},{"attributes":{"background":"white","color":"#222222","bold":true},"insert":"Conclusions:"},{"insert":"\n"},{"attributes":{"background":"white","color":"#222222"},"insert":"Humans are flawed and make innumerable mistakes; however, if one is committed to learning and to admitting when they have been wrong, there is hope for improvement. Although Blifil appears to be an inconsequential character in the novel, he is, in fact, a foil for Tom. I used the archetype of two brothers to show that, although nurture does have an effect on a person’s development, nature and choice are far greater indications of a person’s character. A person’s character cannot simply be represented in a single event or two, but must be shaped through difficulties over time. It is in the choices made daily, whether in ideal circumstances or when experiencing injustices, that a person may develop their intellectual habits of mind and may grow to become worthy of legend. "},{"insert":"\n\n\n\n"}]}
{"ops":[{"insert":"Hello Linda,\n\nI greatly enjoyed reading your analysis of "},{"attributes":{"italic":true},"insert":"Tom Jones"},{"insert":". It brought the delightful novel back into my consciousness. I haven't read it in many years, so I can't comment with anything very specific. (For example, I don't remember Blifil enough to see how he was a foil to Tom, or how the contrast showed nature or nurture.) So I have some much more general comments, really just to raise them as questions.\n\nOne is the vocabulary you sometimes use when analyzing Fielding's point of view. When you address "},{"attributes":{"italic":true},"insert":"purpose"},{"insert":", you use a decidedly un-Fielding-like choice of words. I can't imagine him using words like intellectual perseverance or sociocentricity. I would not, of course, expect you, other things being equal, to fling parenthetical around, willy nilly, as our author does. That, decidedly, would be taking the issue a measure too far. \n\nBut there is still a question about using concepts that the author might well not have had. You can see the point when you address "},{"attributes":{"italic":true},"insert":"problem"},{"insert":" in your analysis: There you use concepts and vocabulary that Fielding would have been at home with.\n\nSo I'm only raising the question because I find it interesting. Should we use our own concepts when analyzing a source from a different era and doing so from within the source's point of view?\n\nOn another point, I really liked the way you used \"I\" throughout, and the way you sometimes let Fielding's own sentiments (not just his ideas) come into your analysis. The most striking is when you used the word \"rubbish\"--and not just in relation to the fear of damnation, but in relation to \"other\" religious or moralistic sentiments as well. That is wonderfully Fielding-central.\n\n"}]}
{"ops":[{"attributes":{"size":"large","bold":true},"insert":"How Critical and Creative Thinking Depend on One Another"},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"bold":true},"insert":"Dr. Gerald Nosich"},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"bold":true},"insert":"May 7, 2024"},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"bold":true},"insert":"2:00 p.m. Eastern Daylight Time"},{"attributes":{"align":"center"},"insert":"\n"},{"attributes":{"bold":true},"insert":"(11:00 a.m. PDT)"},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"underline":true,"bold":true,"link":"https://community.criticalthinking.org/webinarsAndAnnouncements#w_78"},"insert":"Read More & Register"},{"attributes":{"align":"center"},"insert":"\n"}]}
Upcoming Conference
{"ops":[{"attributes":{"size":"large","bold":true},"insert":"The 44th Annual International Conference on Critical Thinking"},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"size":"large","bold":true},"insert":"July 21 - 26, 2024"},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"size":"large","bold":true},"insert":"Entirely Online"},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"bold":true,"size":"large","link":"https://www.criticalthinking.org/pages/44th-critical-thinking-conference-main/1631"},"insert":"Read More & Register"},{"attributes":{"align":"center"},"insert":"\n"}]}
New Podcast Episode
{"ops":[{"attributes":{"italic":true,"size":"large","bold":true},"insert":"Critical Thinking Revealed"},{"attributes":{"align":"center"},"insert":"\n\n"},{"insert":"In this new podcast, we interview those who have shown exceptional reasoning in a given area and explicate the examples of critical thinking therein."},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"bold":true},"insert":"Episode 3 is available now:"},{"attributes":{"align":"center"},"insert":"\n"},{"attributes":{"bold":true},"insert":"\"Critical Thinking Revealed: Dr. John Cook, Cognitive Psychologist - On Climate Misinformation\""},{"attributes":{"align":"center"},"insert":"\n"},{"insert":"\n"},{"attributes":{"underline":true,"bold":true,"link":"https://community.criticalthinking.org/watchEmbeddedVideo.php?id=344"},"insert":"View in the Community Online"},{"attributes":{"align":"center"},"insert":"\n"}]}
New Podcast Episode
{"ops":[{"attributes":{"italic":true,"size":"large","bold":true},"insert":"Critical Thinking: Going Deeper"},{"attributes":{"align":"center"},"insert":"\n\n"},{"insert":"In this series, Drs. Linda Elder and Gerald Nosich explore little-discussed complexities in critical thinking theory, as well as unmapped interrelationships between different concepts and conceptual sets."},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"bold":true},"insert":"Episode 26 is available now:"},{"attributes":{"align":"center"},"insert":"\n"},{"attributes":{"bold":true},"insert":"\""},{"attributes":{"underline":true,"bold":true,"link":"https://community.criticalthinking.org/watchEmbeddedVideo.php?id=341"},"insert":"The Human Mind: Going Deeper - Barriers to Critical Thinking, Part 2: Egocentricity"},{"attributes":{"bold":true},"insert":"\""},{"attributes":{"align":"center"},"insert":"\n"}]}
Critical Thinking and Professional Development Workshops and Short Courses Available
{"ops":[{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"size":"large","color":"#0047b2","italic":true},"insert":"The Foundation for Critical Thinking offers customized online or onsite intensive workshops as well as customized twelve-week online training programs (with live meetings every other week). Our training programs focus on critical thinking in connection with a multitude of topics. This enables us to custom-design a learning experience for your institution, business, organization, or department, based on your needs and goals."},{"attributes":{"align":"center"},"insert":"\n"},{"insert":"\n"},{"insert":{"image":"data:image/jpeg;base64,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"}},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"color":"#002966","bold":true},"insert":"Please contact Ms. Lisa Sabend at "},{"attributes":{"bold":true,"color":"#0066cc","link":"mailto:lisa@criticalthinking.org"},"insert":"lisa@criticalthinking.org"},{"attributes":{"color":"#002966","bold":true},"insert":" for more information, or to talk with one of our Scholars about these direct learning opportunities."},{"attributes":{"align":"center"},"insert":"\n"}]}
