Central of critical thinking is the ability to think "outside" a piece of writing. Not only understanding the writer 's message but deciding whether the message is valid or not. Next you need to decide whether there is an evidence or any discussion given that supports the message. Then think about how the message fits into the broader context. Some people think that critical thinking obstruct creativity because it requires following the rules of logic and rationally.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
PROMT 6→ Humans are pattern seeking animals and we are adept at finding patterns whether they exist or not" (adapted from Michael Shermer). Discuss knowledge questions raised by this idea in two areas of knowledge. - Humans are species who are pattern seeking. Through our ability to distinguish same from different, we are able to create developed surrounding. Understanding these concealed pattern not just allows us to see the world in an unusual way however gives us the vision to see the truths in the atmosphere around us.
It also looks at the ability to develop equations and identify relationships between different things. The linguistic (word smart) intelligence refers to the ability to understand the function of words and the ability to use words effectively to analyse information. The musical (musical smart) intelligence refers to the ability to follow musical patterns and produce music from different types of sounds while the visual-spatial (picture smart) intelligence looks at the ability to analyse physical space, detect patterns, read maps and charts. Picture smart individuals are also good with art, craft and design (Tlali, 2016, p.304). Interpersonal intelligence is the ability to understand and interact with different people effectively through verbal and non-verbal communication and also being able to entertain people with different views (Tlali, 2016, p.304).
The power of status is satirised within Ben Elton and Richard Curtis’ Blackadder II, portraying the dominating ideology of social classes and how one’s position of status can assist or fault their strive for success. Both of these powers can be found present in an individual’s influence over others. A person has the ability to choose how they show off their emotions in order to manipulate others. Shakespeare’s Othello demonstrates the perception that an individual’s emotional intelligence is a key aspect in being able to influence your world. He conveys that in the time of the Elizabethans, appealing to someone’s emotions or concealing your own would aid Aid what?
My current understanding of reflection is that it is taking time to review and think about something you have done. During this reflection time, you may consider what you did successfully, what you could have improved, or you may use the reflection time to revise a plan. As a teacher, I often engage in reflection of my teaching practices and lessons. After a lesson I may jot down notes of what worked and what did not, or write down new ideas that I want to include next time. Another form of reflection that I use is discussions with colleagues.
One of the reasons why I believe this quote is built of contradicting ideas is that it fails to realize the links between shared and personal knowledge and their interdependence. Furthermore, I interpret “meaning” as what we understand from our lives. We seek meaning in almost every aspect of our lives, and “purpose” in this case, is why we pursue what we are seeking, what we expect to find in our lives. Considering personal knowledge as the only thing that is lying within the roots of our lives would only lead to problems, as seen in the fundamental philosophy of empiricism, natural sciences, and various religious knowledge systems. Personal knowledge, although being very significant, is not all there is.
Distinctly human traits including higher thought, language and human consciousness as well as the ability to think, reason and imagine all originate in the cerebral cortex. The cerebrum consists of two hemispheres, such as right and left hemispheres. The right hemisphere controls the left side of the body, and the left hemisphere controls the right side.
Emotional intelligence is the ability to understand and manage your own emotions, and those of the people around you. People with a high degree of emotional intelligence know what they 're feeling, what their emotions mean, and how these emotions can affect other people. Sometime our emotions can get in the way of our sense of judgement but, the ability to control and separate emotions from work is very crucial in the field of leadership. Invariably, the traditional concept of intelligence would be a person’s ability to solve problems, logically and critical. Sometimes, these traits of intelligence are labeled raw intelligence.
However, Paul (1990) criticized these definitions, since he believes that these definitions rely on concepts such as reasonableness or reflectivity that are not defined well. Elder and Paul (1994) assert that critical thinking is the ability of thinkers to take control of their own thinking and develop logical criteria and standards for analyzing and evaluating their own thinking. “These definitions emphasize the metacognitive aspect of critical thinking, independent thinking, and the importance of learning to assess thinking (your own or someone else’s) according to normative standards” (Reed, 1998, p.19). Some researchers believe that the origin of these differences has rested in the various theories and models in two distinct disciplines: philosophy and psychology study.