the final call will have to come from the human in the loop.
Do you agree that AI is incapable of decision-making, and that a human will always have to make the final call? Why or why not? How might this vary in different fields, including the ones you are interested in pursuing?
So long as there are people willing to push the boundaries of rules, possibilities and limits, lawyers will always have a fundamental role in society and the economy.
Do some research and find an example of a lawyer "willing to push the boundaries of rules, possibilities, and limits." Share your findings with the class.
improve female representation in the senior leadership
What are the pros and cons of focusing on representation in the leadership?
gender barriers (physical, cultural, attitudinal)
What do you think are some of these barriers?
If we can achieve gender balance in the most visible public offices of the land, the rest of the country will follow.
Do you agree that the writer's proposals will be effective in achieving gender equality? Why or why not? What other ideas do you have for achieving gender equality?
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.
Do you find the writer's evidence convincing? What are the the strengths—and limitations—of her evidence?
Sadly, these patriarchal attitudes prevail today.
Do you think this is a fair claim? What examples of patriarchal attitudes can you think of in Singapore?
You may include photos, videos, or hyperlinks.
sex
How do you think the context of democratic socialism and gender are linked?
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.
What assumptions do each o these policies reveal? Do you agree with these policies? Why or why not?
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
What assumptions do each of these policies reveal?
If we can achieve gender balance in the most visible public offices of the land, the rest of the country will follow.
Do you agree that the writer's proposals will be effective in achieving gender equality? Why or why not? What other ideas do you have for achieving gender equality?
. 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
Do you find the writer's evidence convincing? What are the the strengths—and limitations—of her evidence?
Sadly, these patriarchal attitudes prevail today.
Do you think this is a fair claim? What examples of patriarchal attitudes can you think of in Singapore?
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.
The first think I thought about while reading this is the Petress article, and how this is an example of individuals not using critical thinking. Often times people believe wrong information without even fully understanding it in the first place.
When humans are angry and fearful, their critical thinking skills diminish.
What about people who don't have PhD's? Are they scientists, too? In any world in which credentials matter, the answer is no. (I describe a major exception to the rule below.) Just like getting an MD or a JD is a prerequisite to being called a doctor or a lawyer, in general, getting a PhD in the natural sciences is the prerequisite to being called a scientist.
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.
Although this article emphasized the difference between critical design and critical making, the later being more process oriented and involving information systems than only physical objects I wish the author could have illustrated that with an example. How to make a digital object critically? How to think of UI design patterns critically? All the tacit knowledge a UI and UXer is expected to have in order to get hired and that they use everyday. If the aim of critical making of information systems concern is to uncover the embedded values in software and the process of designing of software than it also needs to question the industry jargon and process which forms the lived experience of designers everyday.
Critically engaged language can do detailed surgery on a topic, but critical objects can hit like an emotional sledgehammer if thoughtfully implemented.
Also they give an opportunity to create work, professsions, hobbies. Entire groups of people can organize their time and energies around the creation and maintenance of that object. Communities could willingly decrease the complexity of their needs by negotiation of values in objects in order to create lower thresholds to economic participation
reflection on unconscious values embedded in computing and the practices that it supports can and should be a core principle of technology design
Yes but how? What if one doesn't even have the vocabulary and lived experience to identify that value and it's influence?
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
Theoretically, positive thinkingworks because the individual alters the personal meaning ofan event so the new meaning is less threatening (Beck, 1967).Indeed, some of the women emphasized their personaldecision making:I’m not going to sit down and feel sorry for myself and get boggeddown and start thinking about those [depressing] things. Soon [as]it comes into my thought—I, I change it, I replace it with somethingpositive, something good. You know what I mean? I can choose.Now I can choose to be sad or I can choose to be happy. It’s noteasy, but it’s something that, um, can be achieved by continuedpracticing.
**see where she might've been altering the events of her life into something positive. if anything she kept altering her life and background into worse and worse versions. or it could just all be slightly different versions of the same tragedy.
therefore doing half of the step, in which she alters the meaning, but has the same negetative trauma. if not worse
La noción de diseño difuso se refiere al hecho de que todo el mundo está dotado con la capacidad de diseñar, mientras que la de diseño experto se refiere al conocimiento profesional del diseño. Entre las dos distinciones se abre un espacio para repensar ‘el diseño en un mundo interconectado’. En el modelo de Manzini este espacio funciona como un recurso heurístico que permite visualizar modos de diseño, desde los ‘activistas culturales’ comprometidos con el diseño difuso y la construcción de sentido hasta las formas de intervención tecnológica centradas en la solución de problemas bajo el liderazgo de expertos (
Cfg Leinonen.
el mundo está experimentando una gran transición; el diseño puede contribuir a fomentar una cultura de localismo cosmopolita que vincule, efectivamente, lo local y lo global a través de infraestructuras resilientes que acerquen la producción y el consumo con base en sistemas distribuidos; (c) las acciones de la gente para cambiar sus condiciones de vida cotidianas se llevan a cabo, cada vez más, a través de organizaciones colaborativas; los expertos en diseño, como piezas importantes en este redescubrimiento de la colaboración, ayudan a crear las condiciones para el cambio social;
Véase Trabajar y Crear en Abierto Desde el Sur (abisur).
justifying a complex conclusion to a problem by understanding, evaluating, and discussing the significance of the assumptions, limitations, interpretations, and validity of the evidence.
one def of critical thinking
this cannot well be without the accessory of an hospital, where the student can have the benefit of attending clinical lectures & of assisting at operations of surgery.
I feel like this idea of needing a hospital was advanced for the time. The founders of UVA recognize the need for hands-on activity, especially when it comes to a field like medicine. This seems to translate into UVA as we see it now with all of the research opportunities and different ways to get involved with passions and careers. Tana Mardian
Excellent article on thinking.
social engagement, public knowledge, and the mission of promoting enlightenment and critical inquiry in society
The selection committee declares that whatever LMS the university chooses next must work exactly like Blackboard and exactly like Moodle while having all the features of Canvas. Oh, and it must be "innovative" and "next-generation" too, because we're sick of LMSs that all look and work the same.
if the children are from more than one class, the app is programmed with rules that determine which curriculum appears on the iPad.
carefully crafted learning outcomes
how to balance supporting a system as complex as Domain of One’s Own without dictating how people use it
As well might it be urged that the wild & uncultivated tree, hitherto yielding sour & bitter fruit only, can never be made to yield better: yet we know that the grafting art implants a new tree on the savage stock, producing what is most estimable both in kind & degree.
This is a very insightful metaphor that shows that demonstrates that education depends on the student. Just as cultivation that is successful for one tree might be unsuccessful for another, depending on many variables, the way one student learns and is educated might not work for another student, as people are all vastly different. This is important to realize, because if the aim is to educate all students, the teachers must be willing to shape their own methods. Caroline Peterson
It will form the first link in the Chain of an historical review of our language through all its successive changes to the present day, will constitute the foundation of that critical instruction in it, which ought to be found in a Seminary of general learning and thus reward amply the few weeks of attention which would alone be requisite for its attainment. A language already fraught with all the eminent sciences of our parent Country the future Vehicle of whatever we may Ourselves atchieve and destined to Occupy so much space on the Globe, claims distinguished attention in American Education.
It is quite striking to find such a clear statement that emphasizes the importance of participating in "historical review" while linking that review to the "present day"--for this type of review and analysis is exactly what UVA's first-year students are undertaking. It makes it evident that even the Rockfish Gap Report was meant for critical review. In the past, and the present, nothing is perfect--human words have always been scrutinized and will continue to be reviewed as long as media exists. With an emphasis on science within our language (as described), we are able to formulate effectively factual claims. Scientific discovery has flourished since the time of this report, however, it becomes more and more difficult to know what information is true and what information has been fabricated by the news media. The importance of opening up this informational language to students becomes vital to the creation a nation that vicariously breathes truth through its citizens. -Tim Irish
rest might be appropriated to the modern languages, or to the commencement of the course of science
Both science and language are integral parts of societal advancement, and more often than not, these concepts work together as language acts as a medium to share new information and ideas. Furthermore, I feel that by stating the commencement one must take to science from such a young age reflects the nature of true science. Good science will take years of dedication, with even more time to allow for revisions to theories. The RFG seems to support this idea of science as a slow but steady way of understanding the phenomena of the natural universe.
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
According to this definition of critical thinking, we can infer that critical thinking requires a deep thought process, and it forces one to intensely elaborate on whatever is being asked to think about/write about/discuss
In all my dreams before my helpless sight He plunges at me, guttering, choking, drowning.
It is interesting that the speaker gives us a graphic image of the sound of death using the language "guttering," "choking," and "drowning," yet it is in contrast to a dream-like state. This creates slight confusion as to whether we are now in the speaker's dream or his reality. This could be a futile attempt in showing how easy it is to have the lines of reality and fantasy cross; making the soldier a prisoner to war and "The old Lie: Dulce et decorum est Pro patria mori."
The old Lie: Dulce et decorum est Pro patria mori.
We come back to this Latin phrase, “Dulce et decorum est Pro patria mori” yet again. After being exposed to the imagery of the cruelties produced by chemical warfare, the soldiers are forever altered like the state of being “drunk” or in "An ecstasy" with now having to constantly live in the aftermath of war. The allusion of this phrase creates a shattering of one owns belief and alters the idea of what it means to be patriotic; just as the gas alters the mental capacity of the individual fighting for their country.
To quote W.B. Yeats), a poet during the 1920's post-war Europe, "Things fall apart; the centre cannot hold;" Our perception of war is forever changed through the lens and perspective of those used as human sacrifice.
Gas! GAS! Quick, boys!—An ecstasy of fumbling
WWI marked the introduction of chemical warfare which in return created complete terror and pandemonium; soldiers were not prepared for the effects of chemical warfare. As Jones indicates, the use of chemical warfare was to “terrorize the enemy and make their troops temporarily lose their minds.” Alexander Watson also claimed in his study (as cited in Jones, 2014) “gas created uncertainty: unlike shrapnel, it killed from the inside, eroding a soldier’s sense of control, while raising the terrifying fear of being suffocated." Going off the “created uncertainty” we have the use of "ecstasy" which encompasses a trance-like state; coinciding with the idea of being "drunk with fatigue" (see above annotation) from the effects of the gas. The delayed reactions of the soldiers against the gas would result in a behavior of "fumbling." The gas was designed to attack the nervous system; accelerating the deterioration of the body and mind.
like old beggars
With the introduction and evolution of chemical weapons used in this war (WWI); human bodies were no match for the damage these weapons were designed to inflict. Leading into the imagery of soldiers physically deteriorating when using phrases such as "bent double," "coughing like hags," and "men marched asleep;" would not lead one to believe that war is “sweet and fitting” in any capacity. With the use of the word “beggars” our minds may envision the effects of poverty and desperation which war seems to produce, and in this sense, we are given language expressing the overwhelming misery and accelerated age progression with the use of “old.” These descriptions challenge the assumptions the mind tends to gravitate towards when picturing what it means to "die for ones country."
A language already fraught with all the eminent sciences of our parent Country the future Vehicle
As communication has always played a key role in the scientific method, language truly does act as a vehicle to the future. Unfortunately, today the communication of science has its flaws due to the general public's lack of common access to scientific journals. University students presently have access to countless scholarly scientific sources as this document intended, yet the emphasis on the importance of communication of science suggests a more global goal. Thus, the university should do all it can to work with organizations such as the Center for Open Science in order to allow for a stronger bond between language and science in the community within and beyond UVa.
Education generates habits of application, order and the love of virtue; and controuls, by the force of habit, any innate obliquities in our moral organization.
Education is a powerful tool. Teachers can use their authoritative position to shape the beliefs and morals of their students. Many students are eager to learn, so they are easily influenced by what their teachers tell them is fact. Their teachers are the authority in the situation, so therefore they must know how the world works. This can be either positive or negative influence on students depending on how accurate a teacher's knowledge and beliefs are, especially since education "controuls... any innate obliquities in our moral organization." Caroline Peterson
Indeed, as noted earlier, one well-known thought-enhancement technology is written language itself and perhaps use of language more generally. As Levy writes, “speech does not merely allow us to articulate thoughts that we would have had in any case. Instead, it allows us to externalize our thoughts and thereby treat them as objects for contemplation and manipulation. Externalized thoughts can be worked over, criticized, and improved.”21:38-39
This is an interesting concept, particularly with regards to writing, because many people, myself included, think as they write. I often times do not even really know what I think about a topic until I start writing about it. Essays, for example, are usually difficult to start, but I end up figuring out what my argument is by the end because the process of writing itself has allowed me to think through the subject in a way normal biological cognition would not normally allow me to.
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
therhetormustfindstrategiesforshapingtheindeterminacies
When prompted with the indeterminable, a (good) rhetor reframes the discussion to something more concrete.
Perhaps something like a "fence" between friends, or "unlocking" one's potential?
we have likelybeen posthuman all along
Society itself is post-human, but computers and mechanical technologies just make it increasingly apparent. I would make a similar argument for our understanding of postmodernism as well.
the farmhouse is placed on a mountain slope by meadows and a spring (earth), designed with snow and storms in mind (sky), and furnished with an alter (the gods) and room for childbed and coffin (mortals).
A thing is not just the "thing" that it was made to be, but is instead a cumulation of many other "things". Such as how we, human beings, are made of billions of little living things, which they themselves are made up of even smaller things. It's things all they way down.
In my own apartment, I have many things from all around the world. A TV made in Japan. A seashell from the Atlantic. A vinyl record that I bought in New Orleans. My St. Louisian dwelling is more than just a thing to live in. No, it is much, much more than that.
Similarly, the basic idea of the p* is to understand these same relations but to include actor-level and network-level attributes in the model
I really wish there was an explanation of how to construct/create/execute a p* model using R.
On the persistence of unicorns
Some key themes arise from the two NNG reports on iPad usability: App designers should ensure perceived affordances / discoverability There is a lack of consistency between apps, lots of ‘wacky’ interaction methods. Designers should draw upon existing conventions (either OS or web) or users won’t know what to do. These are practical interaction design observations, but from a particular perspective, that of perceptual psychology. These conclusions are arrived at through a linear, rather than lateral process. By giving weight to building upon existing convention, because they are familiar to the user, there is a danger that genuinely new ideas (and the kind of ambition called for by Victor Bret) within tablet design will be suppressed. Kay’s vision of the Dynabook came from lateral thinking, and thinking about how children learn. Shouldn’t the items that we design for this device be generated in the same way?
The idea of lateral thinking here is the key one. Can informatics be designed by nurturing lateral thinking? That seems related with the Jonas flopology
To design a system means to orchestrate the interplay of its elements.
Well said.
Develop proficiency and fluency with the tools of technology;
Every institution around the UE is trying to develop in a critical sense the main goals of the different subjects. In fact it doesn't makes too many differences between all this goals we have already read there: proficency and fluency, cross-cultural connections, managing information, etc. So the main point of this read is, in our opinion, to show the proper features to have as a complete citizen of the 21st century along literacy as a part of a common project.
The problem is that you could use this logic to defend just about anything. Imagine that a wizard showed up and said, "Humans are about to go extinct unless you give me $10 to cast a magical spell." Even if you only think there's a, say, 0.00000000000000001 percent chance that he's right, you should still, under this reasoning, give him the $10, because the expected value is that you're saving 10^32 lives.
racial distinctions based on 18th-century binary thinking and adapt to Americans’ sense of self.
racial distinctions, adapt to Americans sense of self
I always found it incredible. He would start with some problem, and fill up pages with calculations. And at the end of it, he would actually get the right answer! But he usually wasn’t satisfied with that. Once he’d gotten the answer, he’d go back and try to figure out why it was obvious. And often he’d come up with one of those classic Feynman straightforward-sounding explanations. And he’d never tell people about all the calculations behind it. Sometimes it was kind of a game for him: having people be flabbergasted by his seemingly instant physical intuition, not knowing that really it was based on some long, hard calculation he’d done.
Straightforward intuition isn't just intuition.
the only real problem remaining is the user experience that entices teachers to contribute content
Sounds a bit restrictive. Though there are hairy UX problems making it even more difficult for teachers to contribute content, many other issues are likely to remain, preventing contributions, even if the User Experience were optimal for every single potential contributor. In other words, it’s one thing to set “the problem to be solved” in a manageable way. It’s another to grasp the complexity of the situation.
You don't eat People Food and give your developers Dog Food. Doing that is simply robbing your long-term platform value for short-term successes. Platforms are all about long-term thinking.
Google's hiring formula. Stripped down by looking at the numbers. Some key points -- it doesn't favor GPA or schools one graduated from. It does favor problem-solving ability, but not in the old Fermi problem way. Questions are now real questions related to the roles that they will fill. Why? Because Fermi Problems can be coached.
preservation of divergent goals
It reminds me of the New Math of the 1960s, which fashioned mathematics in a dramatically more abstract, more analytic way than before. And if Johnny Can’t Add with the new math, maybe Jenny Won’t Code with an overly abstract presentation of computing. Papert points us in the opposite direction
It’s a source of power to do something and figure things out, in a dance between the computer and our thoughts. The inversion, starting with computing as a formal thing to understand and then come to the application later, takes away its power.
One striking comment follows a couple of pages later, where the phrase “computer-aided instruction” evokes in Papert the unappealing idea that “the computer is being used to program the child” — his vision, of course, is that the child must program the computer.
In 1980, Seymour Papert published the book “Mindstorms: Children, Computers, and Powerful Ideas” [2]. Papert was co-director, under Marvin Minsky, of the MIT Artificial Intelligence Laboratory from 1967 to 1981. Previously, he had worked with Jean Piaget in Geneva. Piaget was a developmental psychologist best known for pioneering the learning theory known as constructivism: simply put, that learners construct new knowledge (in their minds) from the interaction of their experiences with previous knowledge. Papert, in turn, developed the theory of constructionism, adding the notion that learning is enhanced when the learner is engaged in “constructing a meaningful product.”
It also means deciding against the technology use if the answer to either question is no.
The process the teachers engaged in is a great example of critical thinking.
I really, truly wish that the author explained what bread is. What is its nature? What it symbolize? What does nut bread even stand for?
Offering students the possibility of experiential learning in personal, interactive, networked computing—in all its gloriously messy varieties—provides the richest opportunity yet for integrative thinking within and beyond "schooling."
Yes, yes, yes. Networked learning IS experiential. I am always on the lookout for opportunities to facilitate those experiences - for my students and myself, and consider every embrace of glorious messiness a significant victory.
In other words, for the foreseeable future, the urbandisenfranchised are trapped in the structural web of the current capitalistsystem and the states that uphold it.
Instead of reading the authour just restate questions and paraphrase, I'd like to read his proposal of solutions or an argument of how these questions could be answered/issues fixed.
Mental map MR LEE’S rich insights on issues come from a capacious and disciplined mind. He listens and reads widely, but he does so like a detective, looking for and linking vital clues while discarding the irrelevant. He has a mental map of the world where he knows its contours well. Like a radar, he is constantly scanning for changes and matching these against the map. What might appear as random and disparate facts to many of us are placed within this map, and hence, his mental map is constantly being refreshed. A senior US leader described this well: Mr Lee is like a one-man intelligence agency. The most remarkable feature of the map in Mr Lee’s head is the fact that the focal point is always Singapore. I mentioned his favourite word, “So?”. Invariably, the “so?” question ends with, “So, what does this mean for Singapore?”.
Intellectually sharp. Able to connect disparate ideas and probe for depth.
Building on all these sources of inspiration we did not start with some scientific concepts we wanted people to learn. Instead, we created a list of skills and behaviours that we wanted our exhibits to encourage. They included observation, exploration, pattern recognition, experimentation, mental modelling and hypothesis making.
List of skills and behaviours that we wanted ppl to learn
To develop this exhibition Life recognised that people construct knowledge for themselves, rather than passively absorb what’s fed to them, and they learn to learn as they learn.
Aim of CZ
Sobel, D. M., & Kirkham, N. Z. (2006). Blickets and babies: The development of causal reasoning in toddlers and infants. Developmental Psychology, 42, 1103-1115.
Sobel, D. M., & Kirkham, N. Z. (2007). Bayes nets and Babies: Infants’ developing representations of causal knowledge. Developmental Science, 10, 298-306.
Interdependence and Regeneration2c5c7 A very important feature to be noted from the discussion in this section bears upon the interdependence among the various types of structuring which are involved in the H-LAM/T system, where the capability for doing each type of structuring is dependent upon the capability for doing one or more of the other types of structuring. (Assuming that the physical structuring of the system remains basically unchanged during the system's operation, we exclude its dependence upon other factors in this discussion.) 2c5c7a This interdependence actually has a cyclic, regenerative nature to it which is very significant to us. We have seen how the capability for mental structuring is finally dependent, down the chain, upon the process structuring (human, artifact, composite) that enables symbol-structure manipulation. But it also is evident that the process structuring is dependent not only upon basic human and artifact process capabilities, but upon the ability of the human to learn how to execute processes--and no less important, upon the ability of the human to select, organize, and modify processes from his repertoire to structure a higher-order process that he can execute. Thus, a capability for structuring and executing processes is partially dependent upon the human's mental structuring, which in turn is partially dependent upon his process structuring (through concept and symbol structuring), which is partially dependent upon his mental structuring, etc. 2c5c7b All of this means that a significant improvement in symbol-structure manipulation through better process structuring (initially perhaps through much better artifacts) should enable us to develop improvements in concept and mental-structure manipulations that can in turn enable us to organize and execute symbol-manipulation processes of increased power. To most people who initially consider the possibilities for computer-like devices augmenting the human intellect, it is only the one-pass improvement that comes to mind, which presents a picture that is relatively barren compared to that which emerges when one considers this regenerative interaction. 2c5c7c We can confidently expect the development of much more powerful concepts pertaining to the manner in which symbol structures can be manipulated and portrayed, and correspondingly more complex manipulation processes that in the first pass would have been beyond the human's power to organize and execute without the better symbol, concept, and mental structuring which his augmented system provided him. These new concepts and processes, beyond our present capabilities to use and thus never developed, will provide a tremendous increased-capability payoff in the future development of our augmentation means.
I think these notions of interdependence and regeneration are a very key observation.