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.
Add Post to Main Feed
Mark Jones Thoughts on Henry Fielding book: The History of Tom Jones"
{"ops":[{"attributes":{"bold":true},"insert":"Thoughts on Henry Fielding book \"The History of Tom Jones\""},{"insert":"\n\nHaving recently completed reading and discussing this excellent novel written in 1749 I have drafted a summary of some of the key ideas I believe Fielding was conveying in his book, presented as Fielding may have put them (recognizing I have not captured the old English style he would have spoken). These ideas nicely complement the ideas found in many of our previous study group readings, reinforcing my ongoing learning. I highly recommend the book, especially when the messages contained through the story are sought, reflected on, and related back to your own thinking and life. Initially the book can seem tedious at times as Fielding regularly diverts from the story to make what may seem irrelevant points. However, for me at least, I can see my impatience has been learned through prior superficial readings of books focusing on the plot and wanting to know what happens next. When I was able to relax and not hurry, I could discover the apparent diversions held valuable messages relevant to both the story and to life. As with the writings of the “Ancients” (i.e. philosophers) I am continually in awe of the relevance and personal value to me of the thinking and life they promoted so long ago.\n\nMany of Fielding’s ideas I have summarized below have direct relevance to critical thinking. There are many examples throughout the book where characters made poor assumptions based on incomplete information that had unfortunate, even disastrous consequences. The characters were typically biased in their point of view leading to inaccurate inferences. Reflection on these examples and Fielding’s ideas applied to my own thinking and life, as attempted with all our readings, reinforces my understanding of critical thinking while promoting my ongoing critique of how well I think and act in my own life. \n \n"},{"attributes":{"bold":true},"insert":"Henry Fielding: A Brief Summary of What Life Teaches"},{"insert":"\n\nI truly hope you enjoyed my book. What follows is the briefest of summaries of not simply ideas, but observations and lessons from life.\n\nSadly, many people are inherently motivated by concern for their own interests. This was a recurring character flaw evident throughout the book, as with the apparent devotion Partridge has to Tom, more rightly seen as the scheme it was to gain forgiveness and potential reward from Allworthy. The shining exception is, of course, our heroine Sophia, whose thoughts and behaviors emanate from her virtuous being.\n\nBut keep in mind, with but a few exceptions, a person’s (such as our hero Tom Jones) character cannot be seen or defined by any single event, misstep, weakness, or incident against the law, however offensive they may seem. The impetuosity of youth, incomplete education and harsh circumstances society commonly deals out, can result in good people making mistakes. Nor should character be equated to one’s status in society as the noblest of Lords can be scoundrels and the lowest in society’s trenches can possess the best of hearts. \n\nSociety can be ignorant, no more evident than its beliefs and customs that men are inherently wiser than females. This mistaken injustice is exemplified through the immensely superior character seen in Sophia and wisdom displayed by Mrs. Western.\n\nLife is difficult to predict as “Trains of little Circumstances” often lead to significant consequences. And if life’s unforeseen twists and turns are not enough to create havoc, the tendency of too many to make unjustified assumptions only compounds the chaos when the resultant misinterpretations inevitably lead to disaster.\n\nJustice is paramount and can only be achieved by avoiding premature judgment until all facts are laid bare. Then when faults are proven it is important to retain a “forgiving temper”. However, while dishonesty can be forgiven, when accompanied with blacker crimes such as “cruelty, murder, and ingratitude”, compassion and forgiveness are misplaced, indeed are faults inappropriately applied. Ultimately providence has its say in dealing with villainy and unvirtuousness.\n\nWhile education is invaluable, the value of what is learned is only realized when applied to life’s experiences. For however exquisitely human nature may have been described in the writings of others, the true practical system can be learnt only in the world. Positions of authority and scholastic credentials mean nothing if not accompanied by good judgment, creativity, and most importantly personal experience in application, not just of knowledge but in all aspects of the self, including one’s virtue. \n"}]}
{"ops":[{"insert":"Hello Mark,\nI appreciated many of your thoughts and your summary (or analysis) of "},{"attributes":{"italic":true},"insert":"Tom Jones"},{"insert":". It's been many years since I read it, so I can't comment on points you make about specific characters.\n\nOne move you make early on was about point of view. Most of the time, when people analyze the points of view relevant to a novel, they address ideas and actions--ideas of the author, ideas and actions of the characters. Thus they might address how, say, Squire Western saw a situation and then why he did such-and-such. You do that, but you take "},{"attributes":{"italic":true},"insert":"point of view"},{"insert":" nicely forward. You address the appeal of the novel to the reader, specifically to the different points of view of an 18th-Century reader versus a plot-focused 21st-Century reader. Then you take on that earlier aesthetic point of view as you continued reading. It shows that point of view can be used in a much richer way than is usually the case.\n\nIn your Summary, too, you used point of view as a background. What you are aiming to do is to explicate or analyze Fielding's point of view. Your aim was not to pass judgment on the validity of his point view, but rather to lay out his point of view. Thus when you say that with blacker crimes, compassion and forgiveness are misplaced, you are explicating how Fielding thinks of things. You don't say whether you agree or disagree--and that is actually as it should be. To me, Fielding's sentiment partakes of 18th-Century harshness. But notice that what I've just said steps out of analyzing Fielding's point of view in the novel. And that is commendably not part of what you write. Good job of removing your own point of view from the analysis of Fielding's.\n"}]}
{"ops":[{"insert":"Remember that ConneCT is a way of connecting with respect to critical thinking in all its innumerable manifestations. ConneCT can also involves dialogue. \n\nFeel free not just to comment on the podcasts, but also to respond to other people's comments. You can share your own thoughts about a comment; you can raise further questions that come up for you; you can contextualize aspects of critical to your own life, issues you face, questions about teaching or you profession.\n"}]}
{"ops":[{"insert":"This is quite amazing, after dr Elder talked about her story about learning to draw and about overcoming the doubts about not being able to draw I finally got an amazing insight which on retrospect seemed quite obvious.\nIt's about my speaking impediement where I speak fast and do not articulate well, previously, I always thought that this problem was \"bigger than me\", that my problem was different from others that had the same problem, that my problem was as unsolvable as it got, that I was different, that I had to live with that problem t'il I found some obscure solution etc, etc.\n\nI now realized that all that thinking was uncritical, very poor and toxic thinking that pretty much kept me where I was.\nI always have been able to speak slowly and clearly in certain cases before, so it's not like I couldn't do it, the problem just happenened in certain common cases.\nShortly after the meeting on thursday I registered for an online course on diction which includes some coaching.\nI started doing the exercises and I'm surprinsingly not that bad, it seemed like 90% of the problem was my thinking and attitude towards the problem, which was fixed after I got the obvious insight about it after the meeting. It seems in 99% of my life I understand that I can learn or change pretty much anything if I put the effort and learning into it, this knowledge just seemed to not have generalized to one of my most important problem I had that had to do with my speaking and communication for some reason.\nProof that knowledge we have do not necessarily generalize automatically to important areas of our life.\n\nAnywoo, I'm immensely grateful to the discussions we had during our last study group session which brought me that insight and I look forward to mastering yet a new skill, the one of speaking slower and more clearly and with good diction and breathing :-)\n\nI'm sure that it's this kind of changes dr Elder and foundation know that studying critical thinking can achieve for self-actualization :-)\n\nGratefully,\n\nNick \n"}]}
{"ops":[{"insert":"The primary organizing idea is the concept of confidence in reason as defined as \"the belief that reasoning things out is the best way to go along with the willingness to follow the facts wherever they lead us.\"\n\nThe secondary organizing ideas are:\nWhat confidence in reason is not ( overthinking, thinking in the moment of performances)"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\"Intuitive critical thinking\" as thoughtfully trained beforehand thinking"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"the opposites of confidence in reason"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"the barrier of feeling the need to be validated or confirmed by other people"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"the probable implication of becoming more lonely as we develop as a critical thinker"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\n3 insights I got from listening to the podcast:\n\"Intuitive critical thinking\" may be a kind of \"crystalized critical thinking\" to borrow the term from intelligence assesment term \"crystalized intelligence\" as opposed to \"fluid intelligence\""},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"the opposite of confidence in reason may be thought of as kinds of epistemologies (how we know things) that people have"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"confidence in reason put more emphasis on thinking on our own and therefore \"living in the future\" as we live the examined life as opposed to naively trusting the current system or authorities and \"knowing ourselves\" instead of relying on the unexamined authorities of others"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Other thought: as all human behvaviours seem to be in the end a search for knowledge (ie a man wanting to be a millionnaire really want to know how it's like to be a millionnaire, etc), in the end we want to \"know\" that we are doing the right thing, or that we are valueable, or loveable, etc. That knowledge can only be there if we own it ourselve and do not rely on the authorities of others."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\n"}]}
{"ops":[{"attributes":{"size":"large"},"insert":"August 24, 2023, Study Group Assignments "},{"insert":"\n"},{"attributes":{"size":"large"},"insert":"Intellectual Virtues: Confidence in Reason"},{"insert":"\n"},{"attributes":{"size":"large"},"insert":"Scott O. Shaffer"},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"Primary Organizing Idea of Video: "},{"insert":"\n"},{"attributes":{"size":"large"},"insert":"My task is to become increasingly competent and confident in my ability to think well, thereby developing my confidence in my ability to reason. I must remember to always be aware, working to develop an improving ability to identify \"triggers\" that cause problems in my thinking and in my actions that follow. Be confident in my ability to make these moves."},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"Three Insights"},{"insert":"\n"},{"attributes":{"size":"large"},"insert":"1. Developing these skills and becoming confident in my reasoning will be a difficult task and will not be a \"comfortable\" mental or emotional place to be. It will take committed practice and vigilance in my thinking about my thinking to make progress. "},{"insert":"\n\n\n"},{"attributes":{"size":"large"},"insert":"2. A big trigger for me is the feeling of almost \"white hot\" anger that pops up when I hear b-s. I need to pay attention to this feeling trigger so that I will respond with SILENCE. I need to give myself time to think before speaking or reacting."},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"3. During this SILENCE, I need to try to think through the elements of reason to guide my thinking and speaking. This will be difficult. Using my \"yellow card\" notes to review the 8 Elements can help me improve my thinking and minimize conflict in conversation. "},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"Three Questions"},{"insert":"\n"},{"attributes":{"size":"large"},"insert":"1. What are some approaches for discussing confidence in reason with elementary-age children in public school classrooms?"},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"2. As I listened to the video, I began to think confidence in reason might be the \"starting place\" for committing to learning the elements and standards of fairminded critical thinking. It almost seems that without understanding what \"reasoning\" is and a basic commitment to reason I would have a difficult time making any progress on the elements or standards. What do you think?"},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"3. Not being able to control my emotions during conversations with people I have decided are unwilling to reason together is a real problem for me. Any suggestions?"},{"insert":"\n\n"}]}
{"ops":[{"insert":"Hello Scott,\nOnce again, incisive comments.\nI can say something about your 2nd and 3rd insight, about anger at bs and the need for silence and the time to process. I find that it helps a lot to dwell on point of view. The question I can ask myself is not, \"How can people come to such a stupid view????\" The more helpful questions are, \"How are these people reasoning this out? What are they seeing as the most important factors in addressing this issue? If I quiet myself down and search in good faith, can I find some truths in what they are saying?\"\n\nThat doesn't always work, of course, but many beliefs that I initially see simply as bs are actually the product of reasoning. Maybe it's flawed reasoning, but it's hard to get angry at someone for making mistakes in their "},{"attributes":{"italic":true},"insert":"reasoning"},{"insert":".\n\nYour first question:. Here's what I might do (if time permits). Ask a student an open-ended question. Listen to what they are saying. Then ask them to explain their reasoning. Again, listen (and listen especially to how they are trying to think it through). Then ask them something like \"What about if X?\" Again, listen. Then I can say, \"I see how you are reasoning this through! Nice job.\" in some cases I might add, \"I see how you are reasoning this through! I myself don't agree with everything you've said, but it's a nice example of reasons it out.\"\n\nQuestion 2: I think it goes in both directions: as you say, understanding what reasoning is helps me make progress on using the elements and standards; but using the elements and standards helps me get a deeper understanding of what reasoning is. \n\nQuestion 3: For me, it helps for me to realize that they are not me, and that it would probably be unreasonable on my part to expect everyone (regardless of the circumstances in their lives) to be willing to reason together.\n"}]}
{"ops":[{"insert":"The main organizing idea is the concept of intellectual autonomy as thinking and acting for oneself and acting in accord with our own thinking.\nA second organizing idea is the distinction between autonomy and intellectual autonomy. And a third organizing idea is the interconnections between intellectual autonomy and the other intellectual virtues.\n\n3 insights:\nAbout the need of approval from others and wanting to have and give respect from other, the neuro-linguistic programming concept of \"rapport\" may be a key to respectfully disagree with people while maintaining the connection and good feelings. Rapport is the non-verbal feeling of attunement, connection and agreement we can have with people like good friends where you can say almost anything with the proper non-verbal and the other will not take it badly."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"About \"certifying in our mind that we use the standards\", this seem related to the NLP evaluation metaprogram of \"internal frame of reference\" (vs external frame of reference)."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"About story of dramatic situation where rationality is key, the Foundation trilogy by Isaac Asimov may be a special case which at the same time illustrates the limits of rationality."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\n3 Questions:\nCan we \"think and act for ourselves\" without determining clearly our goals and values from having alone time with ourselves?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Is there an additional aspect to intellectual autonomy having to do with having confidence in our ability to think through something or thinking on the spot in addition to having confidence in the past products of our thinking? (the process of thinking rather than the product of our thinking)"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"In the same way, is thinking that our thinking is not perfect but \"good enough\" and that we can fix almost any unexpected problem than may appear about it also part of intellectual autonomy in addition to having confidence in our past thinking?"},{"attributes":{"list":"bullet"},"insert":"\n"}]}
{"ops":[{"insert":"Hi Nick,\nYour first organizing idea leaves reasonableness out of the description. But maybe that's what you would include in your second organizing idea.\n\nAbout your 3rd insight: I haven't read the Asimov, but I doubt that it shows \"the limits of rationality.\" My guess is that it shows how we can be mistaken in our exercise of rationality, that we may assume we've covered all the possibilities, when we in fact haven't. That we make mistakes doesn't show that rationality has limits. It shows that we make mistakes (either in our ideas or in our application of those ideas). \n\nYour second and third question seem to assume that intellectual autonomy applies primarily to our past thinking. But we can, as you say, be intellectually autonomous \"on the spot,\" in the present, and in relation to the future, whether it's expected or not.\n"}]}
{"ops":[{"insert":"The organizing idea of the podcast \"Going Deeper - Intellectual Autonomy\" seems to me to be the idea that I want to be able to \"stand-alone\" with a certain kind of non-arrogant happiness in the conviction that my idea(s) are reasonable and preferable to competitive ideas, based on my application of all my reasoning skills and the intellectual virtues. I will stand alone in this thinking until I hear a better argument. \n\nThree insights I can use in my own thinking and life:\nAsk myself at the end of the day, \"When during the past day did I conform to the opinion or desires of others \"to my detriment\" and why?"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Remind myself to celebrate my success at doing things well. Indeed, thinking better should be celebrated, but doing landscaping or doing well with difficult conversations are areas where I can better recognize my abilities."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Remember that many intellectual virtues are connected in any life question or situation. Intellectual integrity \"goes with\" intellectual autonomy, for example. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"\nThree questions I have are:\nI want to read Jane Austen - what books of hers would Dr. Elder recommend?"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"What might appropriate intellectual autonomy \"look like\" in a 10-year-old child?"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"What are some examples of someone acting with \"too much intellectual autonomy\"?"},{"attributes":{"list":"ordered"},"insert":"\n"}]}
{"ops":[{"insert":"Hello Scott,\n\nYou give a beautiful condensation of the main idea inherent in intellectual autonomy. What I especially like about it are the provisos you make to distinguish it from the ordinary sense of autonomy: "},{"attributes":{"italic":true},"insert":"non"},{"insert":"-"},{"attributes":{"italic":true},"insert":"arrogant"},{"insert":", "},{"attributes":{"italic":true},"insert":"reasonable"},{"insert":", the result of applications of "},{"attributes":{"italic":true},"insert":"reasoning skill"},{"insert":"s, and the exercise of"},{"attributes":{"italic":true},"insert":" intellectual virtue"},{"insert":"s. (By \"beautiful\" I of course mean clear, accurate, precise, relevant, and deep.)\nI also like the self-insights you gained. (The only addition I would make to the first one is: \"to my detriment or to the detriment of others.\" I think you meant that, but it helps to make it explicit.)\nI can give some responses to the questions you raise.\n"},{"attributes":{"italic":true},"insert":"Pride and Prejudice "},{"insert":"and "},{"attributes":{"italic":true},"insert":"Sense and Sensibili"},{"insert":"ty are excellent places to start (and to stay with). Linda may recommend others."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"I think your description of intellectual autonomy applies as well to ten-year-olds as to adults. A difficulty might be How can children recognize when their ideas are reasonable? That is a difficulty, but it's a difficulty for adults also. An example is children who don't take the fads of other children very seriously. Here's a more personal example: My son wore thrift-store clothes to school, and sometimes his pants were stained. His 2nd-grade teacher said to him: \"Matt, when you wear clothes like that to school, it shows that you have no respect for education.\" My son said (without sarcasm or back-talk), \"I don't think so, Mr DeRose. It might show that I have no respect for "},{"attributes":{"italic":true},"insert":"clothes"},{"insert":".\""},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"I can't think of an example of acting with too much intellectual autonomy. All the possible examples I come up with involve the person being "},{"attributes":{"italic":true},"insert":"unreasonable"},{"insert":" in some way--but that would make them not examples of intellectual autonomy. But maybe you can come up with an example of a different sort."},{"attributes":{"list":"ordered"},"insert":"\n"}]}
{"ops":[{"attributes":{"bold":true},"insert":"Primary organizing ideas"},{"insert":"\n A. Intellectual Autonomy\nThinking& Acting for Oneself"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Not Influenced by Thinking of Others"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Using the Best Way of Thinking means aligned with Intellectual Standards"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Great deal of complexity"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Interplay of Intellectual Courage, Intellectual Humility and Intellectual Autonomy"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Difference Between Autonomy and Intellectual Autonomy"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Principles and Repercussions: Standing Alone means adhering to intellectual standards but may mean solitary life"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"\n"},{"attributes":{"bold":true},"insert":"Three Insights I gained "},{"insert":"\n Embodying Intellectual Autonomy is learning and growing as a social being who transcends connection, it is being comfortable in taking command of my own thinking even if it takes a solitary life, which is contentment."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"It is apparent that I cultivate my strength in charting my own path and being self-actualized, so even my emotional life will never be based on the judgment of the people around me."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Conformity shall always be aligned with intellectual standards."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"\n"},{"attributes":{"bold":true},"insert":"Three questions "},{"insert":"\n\n Why does the yearning for validation so indomitable? "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Is this \"instinctive need\" inherent in all of us?"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Why is it hard to arrest ego? :-) "},{"attributes":{"list":"ordered"},"insert":"\n"}]}
{"ops":[{"insert":"Hi Gladys,\nThank you for your very thoughtful comments. It is uplifting to see thecway you apply the lessons of critical thinking to your own life.\n\nLet me respond to your three questions briefly, but I fear my response may not be satisfying.\nI'd say that the need for validation is built into us biologically. Everything I read in evolutionary biology talk about how interdependent humans are (we are "},{"attributes":{"italic":true},"insert":"strongly"},{"insert":" social animals). Reliance on others, and reliance on others' views of us, has probably been an essential part of human survival. \n\nBut since that is a biological answer, I think it may be missing what you are asking about. Suppose the evolutionary account is true, and that we are to some degree programmed to pay attention to what others think of us. Even if that's so, there is no reason why I should do what I have been \"programmed\" to do. We are programmed to do many things that we can still choose not to do. What the programming means, though, is that it's difficult to rid myself of the need for validation by others. It takes almost constant effort to remain reasonable and to engage with intellectual autonomy.\n"}]}
{"ops":[{"insert":"The organizing idea is about the intellectual virtue of intellectual humility as\nthe ability to distinguish what we know from what we do not know (also known as \"meta-cognition\"),"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"the suspicion that we might be wrong or not have key information "},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"and the idea that you may need some knowledge that you don't have."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\n3 Insights I got from watching the podcast are:\nOur purpose (as a person) or values can be a form a cognitive biases."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":" About mistakes:"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Being clear about our purpose and values hierarchy can put mistake in their relative place of importance."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"Damage may come more from not taking into account all the important variables in our goal-seeking behaviours than from thinking errors."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"For example, the thinking that got our societies into its current problems (like the environnemental ones) are akin to \"gross intellectual moves\" that didn't take into account other important variable (comparison to gross muscular movement and fine muscular movements) , The kind of thinking needed now is more like fine intellectual movements which take into account more variables and values. The gross intellectual move stage of humanity was probably a necessary developmental stage to the finer thinking."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"Some otherwise preventable mistakes may or may not be preventable based on the allocated attention and energy budget given to the task and to each value and their priority one might want to optimize in the endeavour."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"Multivariable calculus teaches that we can't optimize something for two values (or more) equally, a relative order of priority must be given to each value."},{"attributes":{"indent":2,"list":"bullet"},"insert":"\n"},{"insert":"\nQuestions:\nIsn't some level of intellectual arrogance inevitable as at some point we must take and defend positions despite being uncertain and not having complete knowledge?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Can knowledge of self be a good and sufficient protection against indoctrinations?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"If intellectual humility deprioritize the importance of our current knowledge in favour of knowledge we do not yet have and deprioritize our sense of our self-importance or our group's importance in favour of conceptual notions of the problematics, could we say that part of intellectual humility is prioritizing talking about ideas instead of talking about people or events and putting the ideas at the forefront?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\t\nOther comments:\nI think making the distinction from general semantics of the difference between the \"object\" level and the \"description\" level can create an instant sense of intellectual humility as the world of objects is way more detailed and complex than what any strings of words could ever describe, so there is always some information being left out of any description.(The object level being the non-verbal world out there that we can sense through our sensory organs, like the colors we see when we look at the object of a \"pen\", and the description level being the world of words we use to describe the object level and other things, like the word \"pen\") "},{"attributes":{"list":"bullet"},"insert":"\n"}]}
{"ops":[{"insert":"Hello Nick,\nLet me comment on just one remark you make.\n\nYou say: \"Multivariable calculus teaches that we can't optimize something for two values (or more) equally, a relative order of priority must be given to each value.\" That's a nice analogy, and I want to thank you for it. Many preventable mistakes arise because I give one value a higher priority than it deserves. (A simple example: A person may put a higher priority on the value of getting home quickly than on the value of avoiding the danger of driving with a buzz.)\n\nStill, though, a problem with the calculus example is that calculus is universal and time-invariant. I don't think it's realistic for a person to sit down and calculate which of their value to prioritize. We can do that sometimes, of course, but our values shift from moment to moment. The value of taking care of my family may outweigh for me the value of being on-time for work. Still, I need to be on time for work! It may be reasonable to put aside a \"more important\" value for a more immediate one. \n\n"}]}
{"ops":[{"attributes":{"size":"large"},"insert":"The video's organizing idea is that intellectual humility is a keystone trait in fairminded critical thinking. It is a fundamental trait upon which all others often depend and without which the thinker is disabled in reaching the highest levels of critical thinking skills. I must understand and accept that I know so little of what there is to know and that this is a life-long condition of crucial importance as I continue to develop my critical thinking skills."},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"The concept of a \"small dot\" of understanding representing what I know in a \"big box of knowledge\" about any subject is an excellent reminder and \"picture\" of reality that I can use to remind myself to be intellectually humble."},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"As a classroom teacher working with students developing our critical thinking skills, I aim to do little taking, virtually no lecturing, and lots of questioning and listening."},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"The primary insight from the video is that intellectual virtues describe a way of living. They are certainly thinking skills, but they are skills constantly practiced and employed in action as we live a life of integrity."},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"When do we know we have been \"intellectually humble enough\" in a high-stress and emotionally loaded situation? Where do I \"draw the line\"? I don't want to be intellectually arrogant, but I also don't want to make it easy for others to take advantage of me."},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"What are some effective strategies for handling people who are intellectually arrogant in conversation about economic, political, or social justice subjects?"},{"insert":"\n\n"},{"attributes":{"size":"large"},"insert":"In your experience, how easy or difficult is it to talk about intellectual humility and arrogance to public school children in the 4th grade? Please discuss."},{"insert":"\n\n"}]}
{"ops":[{"insert":"Hello Scott,\nI found your comments very thoughtful and incisive. Let me make a few comments of my own in response to yours.\n\nThe small dot of understanding in a big box of knowledge! That's fairly easy for me to accept as long as I think about it in the abstract. But when it comes down to concrete and specific cases, the need to acknowledge that I have only the small dot often takes me aback. For example, I can readily see how little I know when it comes to the universe, or what Putin is thinking, or the future or the past. But if I think of the people who are most important to me in my life, it's hard to recognize that there is so much about them that I don't know. I often don't know their reactions to issues (except maybe for the ones we discuss openly); I often don't know when they are not exactly saying what they think out of politeness, or a desire to avoid disagreement, or a consideration of my feelings. I often don't know what they do or think or feel in their lives when I'm not around. Of course they can tell me afterward, but that gives a different level of knowledge from actually being there.\n\nA second comment about that dot: For me, it's not just that I have a small dot of understanding in the midst of a box of knowledge. It's also that intellectual humility leads me to acknowledge that the dot itself is not all I wish it were. When I look at my past, I had a certain amount of understandings in my box that turned out actually to be "},{"attributes":{"italic":true},"insert":"mis"},{"insert":"understandings. Even within my store of knowledge, I recognize that some undetermined part of it is mistaken. There is a famous statement by the head of (I think) Harvard Medical School who was giving a commencement speech to the graduating class of new MDs. He said something like: ~Half of all our medical knowledge is wrong. Our problem is that we don't know which half.~\n\nAnother comment I have concerns your second-to-the-last paragraph. There are two different ways of interpreting your question. The issue is what do you mean by \"handling people\"? Do you mean actually changing the minds (or at least influencing) intellectually arrogant people about economic, political or social justice subjects? My response to that is that my ability to this is extremely limited. In many cases I will be utterly unable to influence other people. If that's true, a reasonable approach is to accept that as part of living in a world of people with radically different personalities, cultures and points of view. So a reasonable \"strategy\" is to accept it as a fact about how people are.\n\nThe other way of interpreting what you mean by \"handling people\" is to ask how can "},{"attributes":{"italic":true},"insert":"I myself"},{"insert":" remain calm and reasonable when others hold views that I consider entirely unreasonable? Notice that that's not a question about other people--it's a question about myself. And the answer, I would say, lies within the intellectual traits of mind, the intellectual virtues: I can cultivate my own intellectual humility, intellectual, empathy, intellectual integrity, and the others as well. If I do that, it can bring me to a place of inner contentment.\n"}]}
Thoughts on Podcast: (Ep. 16) Intellectual Standards: Going Deeper - How Egocentric and Sociocentric Thinking Divert Us from Using Intellectual Standards
{"ops":[{"insert":"The primary organizing ideas in Episode 16 of this podcast are the examination of how we too often use egocentric and sociocentric standards instead of intellectual standards in our thinking. In other words, we tend to prioritize the needs and wants of ourselves (egocentricism) or of our groups (sociocentricism) above the needs and wants of others and these selfish standards can interrupt our process of critical thinking. For example, we may use a standards such as “it’s true because I believe it,” rather than assessing the accuracy, relevance, or fairness of our thinking. \n \nI learned the following insights from watching the video:\n \n- These internal and unconscious processes of egocentrism and sociocentrism can prevent us from achieving our capacity as critical thinkers. Specifically, I found two points made extremely relevant: that we can be locked within our group logic and that if we crave validation, then we may not achieve our capacity as individuals. Personally, I have seen these two factors within my own life. Within my family, my work, and my religion, I’ve found myself, too often, pulled into ways of thinking that are taught and reinforced simply because “it’s true because we’ve always believed it.” I also find that when I’m pulled into those ways of thinking, then I often feel rather desperate for validation from others. I’m deliberately using the passive voice in my description because – until I began studying critical thinking – I didn’t realize the sway that group thinking had upon affirming my own egocentrism. My own egocentrism was reinforced and strengthened within my groups. I must admit that when I began studying critical thinking, I assumed that identification of the problems in my habits of mind was the major step to eradicating the problems. I’ve come to realize over the years, however, that these unconscious processes are deeply embedded within me. It’s not a matter of identification and elimination, but rather a process of working through the multiple ways that my mind deviates from fairness and accuracy. I must take the long view of my own development. Also, this is why the intellectual standards are so valuable because they give clear tools I can use to excavate my own egocentric and sociocentric patterns of thought and I can use to improve my thinking slowly over time.\n \n- We have an innate fear of intellectual conflict and we desire to avoid it. If we want to avoid intellectual conflict because it disturbs us, then that’s an indication that our ego has entered into our thinking. In many ways, this relates to my first insight about group logic and self-validation because I’ve found intellectual conflict particularly difficult if it’s tied to group assumptions about particular behaviours (as though a behaviour demonstrates the validity of a belief). That said, the more I’ve developed my intellectual autonomy and confidence in reason through critical thinking, the less fearful I am of encountering intellectual conflict. Because my whole identity is no longer tied to each specific thought or belief, I don’t fear being around people who think differently because I know I’m able to rethink and to reframe my thoughts as needed. The more I’ve focused on clarifying and evaluating my own thoughts and beliefs, the less nervous I am about my ability to reason through intellectual conflict. \n \n- A third insight I gained was the discussion between Nosich and Elder on the importance of being realistic about our own capacities and the problem of telling people to “follow their dreams.” As an educator, I find this a difficult, but important balance point when working with students: to encourage them to hope and to have goals, but also to be realistic. I find this in my own life too. I’m often idealistic about what should be possible and then can belittle myself for not “achieving” those goals. Slowly, I’m learning to not compare myself with the arbitrary goals and standards that academia or society has and, instead, to use critical thinking tools to assess my thinking, to be (more) patient with my own intellectual growth, and to be realistic with timelines. \n \nAfter watching the podcast, my questions are: \n- After the discussion on capacity and being realistic, I’m curious: how does a person better identify their capacity and then best develop their will to achieve that capacity?\n- How can I practice identifying my neediness sooner and become better at stopping it?\n- How can I stop “mustivating” about others in my life and, instead, focus on my own thoughts and actions? \n"}]}
{"ops":[{"insert":"Hi Linda,\n\nI am very impressed by the way your responses are full of profound insights (though it's possible that I find them so profound because I share in my own life so many of the issues you raise in relation to yours).\n\nLet me comment just a little.\n\nIn your third paragraph, you say how you've realized that it's not just a matter of identifying and eliminating, but rather it's a matter of working through the way your mind deviates from fairness and accuracy. That seems to me exactly right. I would add that the working through may take years. Also I would add that a person needs to work through the positives of the ways their minds apply accuracy and fairness. Those positive applications can be as enlightening as the recognition of the deviations. Also, it can give us an excellent way to get validation--not from others, maybe, but from our best selves. (By the way, apologies to the English teacher for my saying \"person/they.\"\n\nI'm not sure about the innate fear of intellectual conflict. I came up in Analytic Philosophy and I encountered many people who seemed to glory and flourish in intellectual conflict. But I really get the way you moved to your identity being caught up in each individual thought or belief. I think that insight allows you to step outside of the fray and see people and their thoughts and beliefs as just facts about the world, not necessarily have any impact on you yourself. I think I see that you are applying that to your own thoughts and beliefs in the past: \"Ah That's what I believed then. With all the flaws in me, I was doing the best I could with what I had to work with. I can be fairminded with my past selfs.\" \n\nI'm going to jump ahead to your questions now (your third insight is related to your first question). So this is about capacity and being realistic. I think I see the issue differently from the way you say it here. I think that we, humans, have a number of values that are highly important to us. The important words are \""},{"attributes":{"italic":true},"insert":"a number"},{"insert":".\" Meaning: not just one or two. [For example: if personal freedom is the only value, then libertarians are right: Sacrifice everything to achieve personal liberty. But it's simple-minded. Kindness is also a value. So is maximizing human welfare. So is...]\n\nSo: Take identifying my capacities and then trying best to achieve the goals that align with those capacities. That's only one value. Even if I have the capacity to be a great concert pianist, it doesn't mean I should work toward that as a goal. There are other things in life. Do I have a family? Is it beneficial to practice 8 hours a day? Is being a celebrated concert pianist worth all the anxiety that produces? And if "},{"attributes":{"italic":true},"insert":"is"},{"insert":" worth it as the applause sets in, is it worth it next week when I can't re-create the feeling of the applause I received? (A great football coach at LSU said: \"When you win, you feel elated for a day! When you lose, you feel miserable for a week.\" Is it reasonable to fulfill my capacities at prices like that?)\n\nI believe something similar about neediness. For me, the problem is that I tend to feel shame about feeling needy. I say: I should not be needy! But I don't make such draconian judgments about others, particularly not about other I care deeply about. I think: \"Oh. X is feeling needy. What can I do to help her?\" Stepping outside my own egocentricity and the way I was brought up, I should do that with myself as well. \n\nBest,\nGerald\n"}]}
{"ops":[{"insert":"Podcast: "},{"attributes":{"background":"#ffffff","color":"#1155cc","link":"https://community.criticalthinking.org/watchEmbeddedVideo.php?id=311"},"insert":"(Ep. 16) Intellectual Standards: Going Deeper - How Egocentric and Sociocentric Thinking Divert Us from Using Intellectual Standards"},{"insert":"\n\nSome of organizing ideas covered in this podcast:\n\nEgo-centricity and two categories of its drivers as Selfishness and narrow-mindedness. One subtle point is that egocentricity does not always mean as selfishness to the extent that protects us. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Applying such standards as accuracy, precision, relevance, logic and fairness especially in assumptions behind our egocentric and socio-centric views. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Distinction between two views of \"It's true because I/We WANT to believe\" vs. \"It's true because I/We BELIEVE\" in the contexts of egocentricity and socio-centricity. In case of the former, our views are impaired due to lack of accuracy and relevance standards. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"One interesting way of asking questions from ourselves can be asking: What part of our views is most likely to be inaccurate instead of asking what part of our views is accurate?(Thanks to Dr. Nosich)"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"One approach of dealing with Socio-centricity is to analyze its cluster of ideas individually focusing on the concepts of ideas."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"\n"},{"attributes":{"bold":true},"insert":"Question 1: t Which of two views are more difficult to analyze? It's true because either I WANT to believe or I BLIEVE?"},{"insert":" To me it seems that WANTING can be part of TO BELIVE. It is all about HOW and WHY we believe? We might be taught or want to believe an idea. \n\n"},{"attributes":{"bold":true},"insert":"Question 2: When we do analyze our egocentricity and socio-centricity ideas, to what extent we can apply intellectual standards in an objective manner?"},{"insert":" I mean, when we try to understand the drivers behind our egocentricity we approach through our own lenses and in this way we might even distort our ideas and the way we apply standards. we can imagine ourselves as an ego built from fibers of egocentric ideas. When we say we analyze our egocentricity it implies an assumption of having an hidden objective entity which can dissect egocentric ideas into elements of thought and applying intellectual standards while the our inner analyst's identity is inextricably tied with those egocentric ideas. \nI think in some physical topics as far as we do apply standards as universally-agreed standards like a ruler for measurement it doesn't matter whether we are inside the water or outside of it although we experience two totally different sense of measurement in such two environments. One answer to my question might be as far as we apply universally-agreed intellectual standards(based on feedbacks on objectivity) like a ruler, we can analyze our egocentric ideas while being aware of our limitations in our ego-built identity. (Like an observer who is watching the cases of interest through water in a glass container while being aware of the impact of light refraction as a distorting factor in his measurement)\n\n\n"}]}
{"ops":[{"insert":"Hello Behnam,\n\nI found your two questions to be very interesting. They are also important in that they are representative of issues we all face. Let me respond a little only to your second question. \n\nThough we want an \"objective\" way to apply the standards, I don't think it's reasonable to expect us to be able find one, pure and simple, with vital interests that affect our lives. We can do so sometimes, as in your analogy with seeing the ruler through refracted light. \n\nFor a substantive example, I can see quite clearly that my own life does not have more value than the lives of ten other individuals. So I can say that, objectively, the ethical course of action, other things being equal, is to sacrifice my life if doing so will in fact save ten others. That seems to me to be clear, accurate, precise and significant. That may not be what I decide to actually do, and I may use my egocentric reasoning to squirm out of the conclusion. Still, that won't make it ethical.\n\nStill, the example I just gave is a pretty stark, all-or-nothing case, and so it's not like the far more complicated and nuanced issues we actually face in life. With those, we can't get any guarantee of \"objectivity.\" The best we can do is to do the best we can. To recognize my own egocentricity and sociocentricity; to see things from other people's points of view (not just my own); to weigh consequences in an even-handed manner; to be on the lookout for my own biases, and so forth. That's a lot to do, but we can do it. Not only that, but as we practice we can get better at doing it.\nBest,\nGerald\n"}]}
{"ops":[{"insert":"Thinking errors are often more insiduous and almost imperciptible like this story here; had it been an explosion or the like, it would have evidently been the worst accident ever but since it was more insiduous almost nobody knows about it...\n\n\"The Man Who Accidentally Killed The Most People In History\"\n Video here: "},{"attributes":{"link":"https://youtu.be/IV3dnLzthDA"},"insert":"https://youtu.be/IV3dnLzthDA"},{"insert":"\n"}]}
{"ops":[{"insert":"I don't see how this fits with fairmindedness. Among other things, it depends on whether he was "},{"attributes":{"italic":true},"insert":"negligent"},{"insert":" in his actions. \n"}]}
{"ops":[{"insert":"Insights from the video:\n\nThere seems to be a connection between the elements, standards and virtues and the 3 levels of first-order, second-order and ternary cybertnetics ( "},{"attributes":{"link":"https://web.archive.org/web/20161021092049/http://hfr.org.uk/ternality-pages/index.htm"},"insert":"https://web.archive.org/web/20161021092049/http://hfr.org.uk/ternality-pages/index.htm"},{"insert":" )"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Standards - what you are doing"},{"attributes":{"indent":1,"list":"ordered"},"insert":"\n"},{"insert":"Elements - what you are doing it on"},{"attributes":{"indent":1,"list":"ordered"},"insert":"\n"},{"insert":"Traits - what you are doing it for"},{"attributes":{"indent":1,"list":"ordered"},"insert":"\n"},{"insert":"On intellectual curiosity"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"It has become my understanding after reading much about information theory that ultimately all actions are aimed at satisfying some level of intellectual curiosity, wanting to know what it’s like to x. Intellectual seem to realize this more and seek information more than sensations."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"For instance some people \"want to be rich\", what they mean is they want to know what it's like to be rich, or they want to know what it's like to own and travel in their 100 millions dollar yacht with gold plated walls and stuff."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"Intellectuals tend to prefer to have understanding over sensations, to have the awe of understanding rather than the awe of ignorance."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"It can be guessed that the rich industrial who take a trip on is 100 millions dollar yacht have more the awe of ignorance over his yacht than the awe of understanding since he probably knows nothing about nautical navigation or boat architecture or design and stuff, so he can only partially and superficially appreciate it."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"Intellectual virtues seem to be about recognizing the beingness and value of others and of self. Similar to “love”."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Curiosity seem to be linked to intellectual humility and knowing about our ignorance."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Saying it in our own words is probably more \"right-brain\" thinking than left."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Intellectual empathy is connected to spy work as spies must pretend to have the ideology of their enemy in order to infiltre him, or must \"act as\" a phone repair man or janitor or a plumber or whatever."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nPeter singer’s argument appears like it couild apply to people with great skills or great knowledge as well, as they should also share part of these with people who don't have them."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"“Sharing the wealth” “happiness shared is happiness doubled”"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"\nFear of rationality, logical force/coertion, can be wrong, mistrust of reason"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Ex: People killing themselves in the seine river in Paris after reading depressing philosophical books [need reference, can't find it on google for some reason] "},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"Also, a main sssumptions people may have about mistrust of reason: “I’m too weak-minded and gullible”"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"-> intellectual courage"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"-> Confidence in reason "},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"On persuasion"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"There seems to be a kind of non-rational, charisma-like “sway” some people can have on other, reverence/respect etc"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"\nSalient actionnable Tips from the video:\nIn an argument, say it from the point of view of the other and ask if the rendition is accurate"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Let’s each argue from the other’s point of view for 20 minutes"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nQuestions:\nAny argument/counter-arguments or comments on the insights mentionned."},{"attributes":{"list":"bullet"},"insert":"\n"}]}
{"ops":[{"insert":"Hi Nick,\nLet me respond only to the first part of your comments.\nIn the first part of your comments, I think you overestimate the centrality of curiosity. You can "},{"attributes":{"italic":true},"insert":"say"},{"insert":" that the guy who wants to be rich just wants to satisfy his curiosity about what it's like to be rich. But I don't see any reason to believe it. I think he wants the pleasures that can come from being rich. If I'm falling off a cliff, it's not my curiosity that I want to be satisfied, it's my desire not to die. (This, by the way, is more in accord with seeing humans as just another kind of animal. The best way to explain animal behavior is not usually in terms of their curiosity. With both them and us, we tend to have strong needs and desires associated with items higher on Maslow's hierarchy of needs.\nBest,\nGerald\n"}]}
{"ops":[{"insert":"It appears to me that non-Aristotelian logic lies behind much of the virtues"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"For instance, the principle of non-allness (which replace Aristotelian's allness (\"A is all A\")) seems to imply intellectual humility as a direct implication"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"So making the non-Aristotelian logic foundation of these virtues more explicit by explaining non-aristotelian logic might \"install\" irreversibly a very strong foundation for intellectual humility to grow for instance"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"The \"extensional device\" known as \"etc.\" in general semantics, which is an application of general semantics's non-Aristotelian logic exemplify this."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"Only non-Aristotelian logic can solve the dilemma of enquiry and learning by explicitly showing that we can know parts of a topic while at the same time not knowing other parts of it."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"That is opposed to the Aristotelian implication of it's allness principle which imply that a person can know *all* about a topic and that he or she either know *all* about a topic or know *nothing* about it. A person may not admit to this attitude when asked but this kind of attitude nevertheless is the default attitude most people have at an unconscious level because it is an implication of Aristotelian logic."},{"attributes":{"indent":2,"list":"bullet"},"insert":"\n"},{"insert":"About interests in things, I think these interests are related to how we value these topics or how much we recognize their value."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Thinking about intellectual humility, I think that learning computer programming is a great way to develop some level of intellectual humility as the computer gives accurate feedback on our inevitable thinking errors and we can notice the normal frequency and ubiquity of out thinking and acting errors (when the challenge is adjusted to our skills level)."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"About \"absolute truth\" like \"we are talking to each others right now\" - there is the peculiar happenstance of D.M.T. trips, drug trips from this powerful entheogenic drug called dimethyltryptamine ( or ayahuasca when taken as a tea) where people reports being transported to \"other worlds\" and having complex discussions with all kinds of other entities, something bringing back special knowledge from their trips and often reporting the \"realness\" as seeming more \"real\" than what we usually consider \"real\"."},{"attributes":{"list":"bullet"},"insert":"\n"}]}
{"ops":[{"insert":"The main organizing ideas of the podcast was that intellectual standards are essential to assessing how well we are thinking, as we attempt to think through the elements about any issue or topic, and that it is important that we do this explicitly rather than unconciously in order to not just come up with useful conclusions but also in order to communicate our thinking more clearly to others and as part of the process of improving our thinking.\n\nInsights that I received involve my own teaching--in that I do not explicitly reinforce the standards enough and that leads me to take shortcuts that I shouldn't take in presenting content. Ironically, developing online resources may actually be beneficial in uncovering where I do this and maybe getting me away from doing it. Another insight related to teaching consists in doing things that may actually be disrespectful to students, such as being unwilling to say \"I don't know,\" but instead pulling up what I do, and saying what I suspect about the rest. I think it would be better to be \"intellectually humble,\" and say \"I don't know. How do you think we can find out?\" A third insight related to this is giving homework that is largely passive and not enough that stretches them. \n\nQuestions relate to the overlap between intellectual standards: If we push for depth and breadth, aren't we also working toward sufficiency? Something can be relevant but not significant, of course, but not significant without being relevant. So if we have significance, you can say that relevance is somewhat \"irrelevant.\" That sounds a little flippant, maybe, but I just wondered what makes the theoretical distinction? \n"}]}
{"ops":[{"insert":"Thank you for your comment James. For those reading this, you may view the podcast James is referring to at this link:\n"},{"attributes":{"link":"https://community.criticalthinking.org/watchEmbeddedVideo.php?id=305"},"insert":"https://community.criticalthinking.org/watchEmbeddedVideo.php?id=305"},{"insert":" \n\nIn terms of your last point/question, something can be significant without being relevant. If someone asks you where you want to go for lunch and you reply with a comment on the problem of the danger of nuclear war, your comment may be significant but is not relevant t"},{"attributes":{"italic":true},"insert":"o the question at issue"},{"insert":". Still there may certainly be overlapping standards in a given situation such as when precision is needed to achieve clarity, or when through clarifying a thought, you also manage to achieve accuracy, depth or breadth or any other intellectual standard... We need to see intellectual standards as clusters of concepts. Read more on intellectual standards here:\nhttps://community.criticalthinking.org/viewDocument.php?doc=../content/library_for_everyone/60/Thinker__sGuidetoIntellectualStandards.pdf&page=1. \n"}]}
{"ops":[{"insert":"\tIn Episode 13 of “The Analysis of Reasoning” Podcast, Dr. Elder and Dr. Nosich examine Point of View as an Element of Thought. The Primary organizing ideas within the podcast are that the term “Point of View” (POV) is a “way of looking at things.” In other words, although we may use “point of view” when referring to our assumptions, conclusions, and other parts of our thinking, it is an Element of Thought that is unique because each person inhabits a distinctive position. For example, a group of likeminded individuals may share the same goal, but they each have a distinctive point of view because of their own lived experience and unique context. A second important idea is that we can practice using disciplinary POVs, such as a legal or ethical perspective, when we think. In other words, POVs can be multilayered, which is part of why they can be challenging to articulate. For example, an individual’s POV may be the literal POV from which something is viewed, their emotional or personal POV, a disciplinary POV, that is couched within a broader worldview. As Dr. Elder shares, a background “Logic of” ourselves would include “all of those thoughts that would be affecting how we are thinking about this moment for this given reality.”\n\nI gained the following insights from this podcast:\n- Because it is multi-layered POV is incredibly complex and requires careful attention to understand its complexity and how it functions in how we think.\n- There is an entire network of ideologies that are in the background of one’s worldview/POV. I’d find it fascinating to tease these networks out for myself!\n- When thinking things through, it’s helpful to remember that not everything "},{"attributes":{"italic":true},"insert":"has"},{"insert":" a “logic.” In other words, a “logic” implies something has been reasoned through and it’s important to know when things don’t conform to a logic. Dr. Nosich gave the examples of street names in different cities or of a favourite colour, which I found particularly helpful. \n \nAfter viewing this podcast, I have the following questions: \n- If I were to clearly and logically think through the network of ideologies that inform my POV, how would this enable me to communicate more effectively with others who hold different POVs?\n- How can I better recognize how my POV changes over time? I often assume that I have had certain perspectives for"},{"attributes":{"italic":true},"insert":"ever"},{"insert":", but that shows my bias. I’d like to better track my POV in particular contexts over time.\n- How can I better navigate between my personal POVs and those worldviews in which I was raised and may not fully recognize their influence on my personal POVs?\n \nAs a literature teacher, I have always found Point of View an incredibly interesting concept and this podcast has only inspired me to investigate its part in my thinking even more deeply. \n"}]}
{"ops":[{"insert":"Hi Linda,\nI like your explication of the organizing idea behind the podcast. I found it eminently clear and perceptive.\n\tLet me briefly address the first question you raise.\n\tI find that being able to articulate other points of view is incredibly helpful in communicating with others. When I can say what the other person believes, putting aside my own beliefs and disagreements, people will often feel heard. It's very different from just disagreeing or with making a judgment about it. One venue where I found it extremely meaningful has been where I was dealing with students who had received a lower grade than they wanted. (It was made more onerous if they had worked hard and still received a low grade.) In the past I would take the time to explain, as clearly as I could, where their response had gone wrong and how they might respond to such a question in the future. I thought I was being helpful!\n\tBut what I discovered (after a long time) is that they were almost unable to take in my explanation because they were so full of their emotions about the grade. It could be anger, or sadness, or fear about the future--but whatever it was, the strength of the feelings got in the way of hearing something that might otherwise be helpful.\n\tSo I changed. Instead of explaining, I spoke with them and tried to reason it out as they had. I'd also say something like, \"If I had put in all that work and still got a low grade, I'd be feeling a lot of anger\" (or whatever emotion I thought was coming to the fore. Student reactions were completely different from before. They felt heard. They could see that I had entered into their point of view. I found I didn't even have to say anything about how they went awry--they'd see it for themselves. (Or, I could ask them: \"Can you see any way your response went wrong?) I'd always interpreted the situation as showing how important grades were to students, but afterward I came to a different conclusion. That, for most students, what really mattered to them was being valued; that the grades they received were important because they saw them as an indication of how much they were valued.\n"}]}
{"ops":[{"insert":"Hi Dr. Nosich,\n\nThank you so much for your comments! Your answer to my question is so helpful! I really appreciate your suggestion that it's important to recognize how strong emotions can interfere with our ability to hear and, therefore, it's extremely important to communicate with others their value. Your example of trying to enter into the students' point of view is powerful: I'm going to try this in my teaching this year!\n\n"}]}
{"ops":[{"insert":"Point of view as with each of 8 Standards of earnings g over lap but this one going deeper can involve much more. There is so much more need for questioning and allowing others to express their ideas in order to better understand the question and hear opinions. This helps clear one's own point of view. The listening and patience is hard but necessary to get a complete picture of a concept.\n\nAs you exprrss your ideas or point of view you will naturally involve the inherent standards to help you clarify your thinking. As Linda reminds us, point of view is not easy. There several times thus past week before watching the podcast that I had beenbusing the questioning regarding the behavior of a fellow teacher and how she seemed to be handling her departure as she was called before the assembly of teachers. Thus lead to how each person handled their departure regardless of reasons. \n\nDefinitely each had her own point of view a d was revealed in comments made or messages read. Some seemed so very real and there was no covering their point if view and thoughts on the matter of change. Much had been done in understanding the point of view. Some were goingvto new careers or staying in same career but at a different level. Sitting in the audience I realized that I was engaging in my own questions regarding the individual choices.\n"}]}
{"ops":[{"insert":"Hi Jeri,\nI really like your insight about how listening and patience are hard but necessary when trying to understand a concept more fully. \n\tAlso, your response was made clearer by giving the example of a fellow teacher.\n"}]}
{"ops":[{"insert":"Thanks to Dr. Elder and Dr. Nosich deeper discussion on Inferences I am now able to review my own understanding of this element. During their explanations, I found the following helpful ideas which I already did not notice although I had heard and read a lot. \nIt was great that I could internalize a critical adverb which I already missed about Inferences definition. That is \"Continuously\". We define Inferences as to make sense of the world CONTINUOUSLY. This sands out to me because I thought Inferences as once-time act instead of a continuously one. Therefore, I should be aware of my inferences anytime. As Dr. Elder explained by analogy of breathing the air."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"I found Significance, Clarity and Accuracy as major standards to apply to Inferences. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"I should be aware of also what I am not inferring when I am inferring of something? And also that thing itself?"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"The role of Inferences in our mental health and our relationships also was very insightful to me."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"\n\n\n\n\n\n\n"}]}
{"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":{"color":"#0047b2","size":"large","bold":true},"insert":" Automatic 10% Off Through May 13th"},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"color":"#a10000","size":"large","bold":true},"insert":"Another 20% Off for Community Online Members!"},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"bold":true,"color":"#0047b2","size":"large","link":"https://www.criticalthinking.org/pages/44th-critical-thinking-conference-main/1631"},"insert":"Read More & Register"},{"attributes":{"align":"center"},"insert":"\n"},{"insert":"\n"}]}
Special Conference Offers
{"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":{"size":"large","color":"#0047b2","bold":true},"insert":" All Registrants Receive an Automatic 10% Off Through May 13th"},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"size":"large","color":"#a10000","bold":true},"insert":"Members of This Website Receive Another 20% Off!"},{"attributes":{"align":"center"},"insert":"\n\n"},{"attributes":{"bold":true,"size":"large","color":"#0047b2","link":"https://www.criticalthinking.org/pages/44th-critical-thinking-conference-main/1631"},"insert":"Read More & Register"},{"attributes":{"align":"center"},"insert":"\n"}]}
Upcoming Webinar Workshop
{"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"}]}
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"}]}
