11,000 students from 321 sites across the UnitedStates

Its aim is producing students who can think critically, be considerate of others, take risks, think dangerously and imagine a future that extends and deepens what it means to be an engaged citizen capable of living in a substantive democracy.

I, Pseudocoder

for lack of a better term

A Randomized Controlled Tria

The current trial aims at evaluating the efficacyof a stand-alone, unguided, Internet-based mindfulnesstreatment program for anxiety

The fundingbody was not involved in the study design, in thecollection, analysis and interpretation of data, in thewriting of the report, or in the decision to submit thearticle for publication.

Manage, analyze, and synthesize multiple streams of simultaneously presented information

For a review of such research, see Daniel T. Willingham, “Critical Thinking: Why Is It So Hard to Teach?” American Educator 31, 2 (2007): 13, http://www.aft.org/sites/default/files/periodicals/Crit_Thinking.pdf.

By examining information as a product of people’s contingent choices, rather than as an impartial recording of unchanging truths, the critically information-literate student develops an outlook toward information characterized by a robust sense of agency and a heightened concern for justice.

posthuman times, and the posthuman subjects ofknowledge constituted within them, are producing new fields of transdis-ciplinary knowledge, which I call the critical posthumanitie

have the knowledge and skills to help navigate the hospital system, explain your diagnosis in detail, and explain potential outcomes.  We are also here to help decipher the information from doctor visits, set up meetings with care teams, and organize home care, and medications

Curiosity Is as Important as Intelligence

I proposed three new dimensions to considerin conceptualizations of Big Data, which are intendedto nuance and temper some of the grand claims of BigData’s affordances.Key principles from critical and feminist GIS havehere been leveraged to understand the limitations andimpacts of Big Data. Further integration of principlesfrom critical information technologies research willideally seek to show how technologies shape andreproduce uneven social and political relations. Thissort of research can have practical influence on howtechnologies are leveraged, working to ameliorate thepotentially harmful implications of new technologies.More broadly, research critiquing and situating thegeographies of humanitarianism can be integrated intostudies of Big Data digital humanitarianism. Conver-sations around technologies for development andhumanitarianism overwhelmingly bring Western ide-als into non-Western contexts, without considering theimplications of this power relation. Critiquing theserelations should be central to theories of informationtechnologies, with the goal of rectifying and

are certainly not limited to, continued struggles aroundknowledge politics and legitimacy (Burns2014;Elwood and Leszczynski2013), shifting understand-ings of scientific knowledge production (Dalton andThatcher2014; Crampton et al.2013), and increasedneoliberalization of humanitarian aid (Adams2013;Hyndman2009; Polman2010). In other words, theseprocesses take a form specific to Big Data digitalhumanitarianism, and exploring this case sheds greaterlight on these larger-scale processes.

signifies a new epistemology insofar as it portraysevents as discrete and isolated; knowledges as mod-ifiable, categorizable, and abstractable; and locally-situated knowledges as best understood by thoseworking remotely

Not only does the convergence of BigData and humanitarianism depend on a particularsocial shaping of technologies and data, but Big Dataitself embodies particular values, social relations, andepistemologies

Digital humanitarianism can be con-ceptualized as ‘‘the enacting of social and institutionalnetworks, technologies, and practices that enable large,unrestricted numbers of remote and on-the-groundindividuals to collaborate on humanitarian managementthrough digital technologies’’ (Burns2014).

However, discussions of the relationship between BigData and digital humanitarianism tend to be cautiouslyoptimistic. Letouze ́(2012) the challenges facingdigital humanitarianism as falling into five broadcategories: (1) privacy, (2) access/sharing, (3) extract-ing meaning from qualitative text, (4) apophenia, (5)detecting anomalies.

Theseunderstandings of spatial technologies build on les-sons from science and technology studies (STS)research that describes the processes by which dataand technologies come to assume and reify social andpower relations, worldviews, and epistemologies(Feenberg1999; Pinch and Bijker1987; Wajcman1991; Winner1985)

Bor-rowing principles from critical GIS, technologies canbe seen to embody social norms and values (Schuurman2000; Sheppard2005), often reinforcing extant powerdynamics and social inequalities rather than disruptingthem.

CTP is a key method for reflective design, since it offers strategies to bring unconscious values to the fore by creating technical alternatives. In our work, we extend CTP in several ways that make it particularly appropriate for HCI and critical computing.

CTP synthesizes critical reflection with technology production as a way of highlighting and altering unconsciously-held assumptions that are hindering progress in a technical field.

goal is to push design research beyond an agenda of reinforcing values of consumer culture and to instead embody cultural critique in designed artifacts. A critical designer designs objects not to do what users want and value, but to introduce both designers and users to new ways of looking at the world and the role that designed objects can play for them in it.

We define 'reflection' as referring tocritical reflection, orbringing unconscious aspects of experience to conscious awareness, thereby making them available for conscious choice. This critical reflection is crucial to both individual freedom and our quality of life in society as a whole, since without it, we unthinkingly adopt attitudes, practices, values, and identities we might not consciously espouse. Additionally, reflection is not a purely cognitive activity, but is folded into all our ways of seeing and experiencing the world.

Our perspective on reflection is grounded in critical theory, a Western tradition of critical reflection embodied in various intellectual strands including Marxism, feminism, racial and ethnic studies, media studies and psychoanalysis.

ritical theory argues that our everyday values, practices, perspectives, and sense of agency and self are strongly shaped by forces and agendas of which we are normally unaware, such as the politics of race, gender, and economics. Critical reflection provides a means to gain some awareness of such forces as a first step toward possible change.

We believe that, for those concerned about the social implications of the technologies we build, reflection itself should be a core technology design outcome for HCI. That is to say, technology design practices should support both designers and users in ongoing critical reflection about technology and its relationship to human life.

PEDAGOGY of the OPPRESSED

About a third of 18- to 49-year-olds (32%) correctly identified all five of the factual statements as factual, compared with two-in-ten among those ages 50 and older. A similar pattern emerges for the opinion statements. Among 18- to 49-year-olds, 44% correctly identified all five opinion statements as opinions, compared with 26% among those ages 50 and older.

In a survey conducted Feb. 22 to March 4, 2018, the Center asked U.S. adults to categorize five factual statements and five opinion statements. As a previous report revealed, about a quarter of Americans overall could accurately classify all five factual statements (26%) and about a third could classify all five opinion statements (35%).

Critical Instructional Design is new, and as such is grounded in the work of a very few people.

During the visit Angela fed Paolo Spaghetti-Os and applesauce while sitting on her lap in the living room. Over the next several years, Angela missed many of Paolo’s clinic visits.

For those of us on the frontline of K-12 teaching, “education as the practice of freedom” requires forthright discussion and action regarding subjects that are messy (at least in terms of their challenge to the agreed narrative and the cultural status quo) and this messiness can potentially make people uncomfortable, confused, upset, angry, and even potentially confrontational or worse, violent. Administrators and teachers and colleagues generally do not want to embrace the concept of education as the practice of freedom if it means rocking the boat too much.

Dissimilarly, in Teaching to Transgress, bell hooks urges teachers to contemplate “Education as the practice of freedom” as their point of departure for praxis. A phrase originating from the work of Paulo Freire, hooks writes that “education as the practice of freedom” will come easiest “to those of us…who believe that our work is not merely to share information, but to share in the intellectual and spiritual growth of our students. To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.” Transgressive education and disruptive thinking therefore begin with the soul, and not the prospective career opportunities, of students.

not unlike that of the medical industry, where the needs of patients (clients) are met by a process-driven model.

It would allow lawyers to concentrate on higher-order tasks such as crafting legal strategies, interpreting and applying the relevant parts of the law to complex situations and perhaps most importantly, maintaining the human connection for a profession which is critically about relationships.

While machines and algorithms are indeed coming for tasks currently being performed by lawyers, these tasks tend to be labour-intensive and/or low-value and/or process driven.

the final call will have to come from the human in the loop.

improve female representation in the senior leadership

If we can achieve gender balance in the most visible public offices of the land, the rest of the country will follow.

Most notably, the Cabinet today comprises 16 men and only three women - even though for more than 10 years, the number of women graduating from universities has outnumbered male graduates.

Sadly, these patriarchal attitudes prevail today.

sex

Until 2005, the Civil Service provided medical benefits to the families of male civil servants, but not female civil servants. Under the Women’s Charter, only wives can get maintenance from their spouses, not husbands. Paternity leave was only instituted in 2013.

Until 2005, the Civil Service provided medical benefits to the families of male civil servants, but not female civil servants. •Under the Women’s Charter, only wives can get maintenance from their spouses, not husbands.•Paternity leave was only instituted in 2

If we can achieve gender balance in the most visible public offices of the land, the rest of the country will follow.

. Most notably, the Cabinet today comprises 15 men and only four women -even though for more than 10 years, the number of women graduating from universities has outnumbered male graduate

Sadly, these patriarchal attitudes prevail today.

These authors argue for methodological pluralism, which the originator of critical realism, Roy Bhaskar, critiqued as relativist (he argued instead for methodological specificity, in which the nature of the research subject suggests the type of methodology used, rather than a pluralistic situation in which one can choose a methodology at one's whim).

critical realism is based on the assumption, contra Hume, that facts lead to values. These authors call this the "naturalistic fallacy".

what is less often noticed is the manner in which values are often “fact”-laden. For better or worse, values have a “factual” element to them which is grounded in certain ontological accounts about the nature of social world, such as an account of persons or social relations. This means that, in principle, values are open to empirical investigation and critique.

Critical realists hold that is possible for social science to refine and improve its knowledge about the real world over time, and to make claims about reality  which are relatively justified, while still being historical, contingent, and changing.

being realists about ontology and relativists about epistemology, we must accordingly assert that there are criteria for judging which accounts about the world are better or worse.

Critical realists are concerned with mapping the ontological character of social reality: those realities which produce the facts and events that we experience and empirically examine.

End-Users

And when sites like DC Gazette share stories about people who allegedly investigated the Clinton family being found dead, the stories go viral and some people believe them. Again, these stories are not true in any way.

But it’s step three, according to Dr. Brewer, that is most important if you want to make the shift sustainable in the long term: Make a deliberate, conscious effort to recognize the difference between how you feel when caught up in self-criticism, and how you feel when you can let go of it.“That’s where you start to hack the reward-based learning system,” Dr. Brewer said.

When humans are angry and fearful, their critical thinking skills diminish.

For one, much of the new research centers on U.S. politics and, specifically, elections. But social networks drive conversations about many other topics such as business, education, health, and personal relationships. To battle bad online information, it would be helpful to know whether people respond to these sorts of topics differently than they respond to information about political candidates and elections. It also would be useful to know whether myths about certain subjects — for instance, a business product or education trend — are trickier to correct than others.

(Dunne, 1999). The call has influenced movements such as Critical Design (Dunne and Raby, 2001), Design Fictions (Bleecker, 2009) and Design for Debate (Dunne and Raby, 200

Critical Digital Literacies

They can enable individuals to reflect on the personal and social impact of new technologies, and provide a provocative, speculative, and rich vision of our technological future that avoids the clichés of consumerist-oriented industrial design.

Critically engaged language can do detailed surgery on a topic, but critical objects can hit like an emotional sledgehammer if thoughtfully implemented.

reflection on unconscious values embedded in computing and the practices that it supports can and should be a core principle of technology design

Ratto wanted the term to act as glue between conceptual and linguistic-oriented thinking and physical and materially based making with an emphasis on introducing hands-on practice to scholars that were primarily working through language and texts, such as those in the fields of communication, information studies, and science and technology studies

Critical realism is not an empirical program; it is not a methodology; it is not even truly a theory, because it explains nothing. It is, rather, a meta-theoretical position: a reflexive philosophical stance concerned with providing a philosophically informed account of science and social science which can in turn inform our empirical investigations. We might think of this in terms of three layers: our empirical data, the theories that we draw upon to explain our empirical data, and our metatheories—the theory and the philosophy behind our theories.While critical realism may be a heterogeneous series of positions, there is one loose genetic feature which unites it as a metatheory: a commitment to formulating a properly post-positivist philosophy. This commitment is often cast in the terms of a normative agenda for science and social science: ontological realism, epistemic relativism, judgmental rationality, and a cautious ethical naturalism.

However, taking a more critical stance we need to challenge that underlying assumption - what do we value about education that needs to remain in place?

Unlike The Waste Land, Moulin Rouge!’s allusions are only rarely critical; the closest it comes to social commentary is in the use of Nirvana’s dark hymn to the ennui of consumerism, ‘Smells Like Teen Spirit,’ as the Moulin Rouge’s rich male customers enter the club.

justifying a complex conclusion to a problem by understanding, evaluating, and discussing the significance of the assumptions, limitations, interpretations, and validity of the evidence.

social engagement, public knowledge, and the mission of promoting enlightenment and critical inquiry in society

afocusontheanticipatoryandthefuturesuchthatmoreemphasisisgiventopredicting,intervening,andmanagingconsequencesratherthanunderstandingcauses;andthemoreeasyandsuccessfuladoptionandadaptionofdatatodifferentfieldswithlittlerisk

Looking at statistics on course management site (e.g., CourseSpaces or Moodle)

Matt Ratto (2011) defines "critical making" as a combination of critical thinking and material production. His contribution for the current discussion is: if critical makers can "reintegrate technical and social work and thereby innovate both" (p. 258). Design appears a fertile inroad for thinking about empowerment and politics, as particular genres of technology are created through complex social, economic, and cultural processes, leading to literacies that can be drawn on and reconfigured (Balsamo, 2011 ). DiSalvo's (2009) notion of critical making involves users in the design process through practices such as tracing and projection, resulting in the creation of new publics. This was later developed into "adversarial design" (DiSalvo, 2012), which confronts the politics of technologies of objects with an intent to encourage participation. Rafi Santo's (2011, 2013) "hacker literacies" similarly positions hacking as enabling critical thinking within a framework of media literacies.

While technology has loomed large in these accounts, several scholars argue that this shift toward participation extends important possibilities for posi-tively influencing daily life (Jenkins, 1992, 2006; Shirky, 2010). Others question the ability for a universal “participation” within new media cultures, suggesting people require adequate social and psychological resources, including time, for engagement (Irani, 2015; Turner, 2009).

Organizations such as Code for America (CfA) rallied support by positioning civic hacking as a mode of direct partici-pation in improving structures of governance. However, critics objected to the involve-ment of corporations in civic hacking as well as their dubious political alignment and non-grassroots origins. Critical historian Evgeny Morozov (2013a) suggested that “civic hacker” is an apolitical category imposed by ideologies of “scientism” emanating from Silicon Valley. Tom Slee (2012) similarly described the open data movement as co-opted and neoliberalist.

I prefer my syllabus to reach out and invoke student agency right from the get-go

Finally, and perhaps most importantly, online reading may require even greater amounts of higher-level thinking than offline reading. In a context in which anyone may publish anything, higher-level thinking skills such as critical evaluation of source material become especially important online.

elop a multi- dimensional analysis of modern society; one which would not just describe the ways things appear to be but would penetrate beneath accepted views and offer a decisive challenge to the most powerful beliefs and values of early capitalist socie

evelopan ·overall theory of the history, politics and economy of modern capitalist socie

Critical pedagogy is organized around the struggle over agency, values and social relations within diverse contexts, resources and histories. Its aim is producing students who can think critically, be considerate of others, take risks, think dangerously and imagine a future that extends and deepens what it means to be an engaged citizen capable of living in a substantive democracy.

Critical Thinking

References

References

Robinson,P. (1994).TheTranscriptionof Primary TextualSourcesusing SGMI.Oxford: Office forHumanitiesCommunication

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PackardHumanitiesInstitute(1992).PHICDROM FormatDescription.LosAltos, CA: PackardHumanitiesInstitute

Duggan, H. N. (1994). Creating an electronic archive of Piers Plowman.http://j efferson.village.virginia.edu/piers/report94.html

As an ethical and political practice, a public pedagogy of wakefulness rejects modes of education removed from political or social concerns, divorced from history and matters of injury and injustice. Said’s notion of a pedagogy of wakefulness includes “lifting complex ideas into the public space,” recognizing human injury inside and outside of the academy, and using theory as a form of criticism to change things.[xxv] This is a pedagogy in which academics are neither afraid of controversy or the willingness to make connections that are otherwise hidden, nor are they afraid of making clear the connection between private issues and broader elements of society’s problems.

Fake news is just squatting in one part of one building in an entire landscape of neglect and corruption; evicting them will make no difference to the blight.

A new form of information manipulation is unfolding in front of our eyes. It is political. It is global. And it is populist in nature. The news media is being played like a fiddle, while decentralized networks of people are leveraging the ever-evolving networked tools around them to hack the attention economy.

The techniques that are unfolding are hard to manage and combat. Some of them look like harassment, prompting people to self-censor out of fear. Others look like “fake news”, highlighting the messiness surrounding bias, misinformation, disinformation, and propaganda. There is hate speech that is explicit, but there’s also suggestive content that prompts people to frame the world in particular ways. Dog whistle politics have emerged in a new form of encoded content, where you have to be in the know to understand what’s happening. Companies who built tools to help people communicate are finding it hard to combat the ways their tools are being used by networks looking to skirt the edges of the law and content policies. Institutions and legal instruments designed to stop abuse are finding themselves ill-equipped to function in light of networked dynamics.

Children are indoctrinated into this cultural logic early, even as their parents restrict their mobility and limit their access to social situations. But when it comes to information, they are taught that they are the sole proprietors of knowledge. All they have to do is “do the research” for themselves and they will know better than anyone what is real. Combine this with a deep distrust of media sources. If the media is reporting on something, and you don’t trust the media, then it is your responsibility to question their authority, to doubt the information you are being given. If they expend tremendous effort bringing on “experts” to argue that something is false, there must be something there to investigate.

The problem isn’t the fake news itself, as much as the historical consciousness that allows so many to willingly believe it with no skepticism.

Develop proficiency and fluency with the tools of technology;

This bold claim has led design and critical scholars to hotly debate if participants have a technological ideology imposed on them, or if thinking with technologies enable new civic perspectives.

EA principles can work in areas outside of global poverty. He was growing the movement the way it ought to be grown, in a way that can attract activists with different core principles rather than alienating them.

Effective altruism is not a replacement for movements through which marginalized peoples seek their own liberationAnd you have to do meta-charity well — and the more EA grows obsessed with AI, the harder it is to do that. The movement has a very real demographic problem, which contributes to very real intellectual blinders of the kind that give rise to the AI obsession. And it's hard to imagine that yoking EA to one of the whitest and most male fields (tech) and academic subjects (computer science) will do much to bring more people from diverse backgrounds into the fold.

Critical making, as envisioned by Ratto in 2011, was much more focused on the constructive process of making as opposed to building an artifact. While critical design is focused on building refined objects to generate critique of traditional industrial design, critical making was initially conceived as a workshop framework with the final prototypes existing only as a remnant of the process [19]. Critical design, on the other hand, tends to be focused on building objects that document well, with the artifacts themselves challenging concepts like optimization, efficiency, social norms, and utopianism. Critical design is object-oriented; critical making is process-oriented and scholarship-oriented: “Critical making emphasizes the shared acts of making rather than the evocative object. The final prototypes are not intended to be displayed and to speak for themselves” [19]. Ratto’s emphasis is on using hands-on techniques to augment the process of critical thinking about information systems, while Dunne and Raby’s critical design is primarily focused on building photo and video props for the construction of a speculative narrative to help us rethink designed objects and consumer culture.

Digital tools offer the opportunity to refocus how power works in the classroom.

and I must always let that stirring call me to critical practice in my teaching.

In Silicon Valley, this divide is often explicit: As Kate Losse has noted, coders get high salary, prestige, and stock options. The people who do community management—on which the success of many tech companies is based—get none of those. It’s unsurprising that coding has been folded into "making." Consider the instant gratification of seeing "hello, world" on the screen; it’s nearly the easiest possible way to "make" things, and certainly one where failure has a very low cost. Code is "making" because we've figured out how to package it up into discrete units and sell it, and because it is widely perceived to be done by men.

It also means deciding against the technology use if the answer to either question is no.

I began to wonder if by merely assessing the mechanistic aspects of cataloging work we were missing out on an opportunity to include broader social concepts in our assessment and planning processes

cf. actor-network theory

If you think everybody answers the same way, you may be an advocate of critical theory.

So how can you be beyond critical theory, given that it generally aims “to explain and transform all the circumstances that enslave human beings?“

Beloved friends, these things are of critical importance. For anyone who enters into a so-called “spiritual path” must eventually face and deal with their deep need for forgiveness, which is an expression of the soul’s deep desire to be forgiven. For there is no one who walks this plane who has not been touched by the poison of judgment.

What does it mean to be an “item” or “computational object” within this collection? What is such a collection?