- Jan 2022
-
smarthistory.org smarthistory.org
-
five disciplines in the curriculum of the studia humanitatis: grammar, rhetoric, poetry, moral philosophy, and history.
Contrast this with the liberal arts of the middle ages
-
- May 2020
-
opentextbc.ca opentextbc.ca
-
Student assignments that promote student publishing or participating on the open web (open teaching or open pedagogy)
I currently do quite a bit of this with first-year students in my college level history courses. the issue is trying to create something meaningful that first year students can contribute to and gauging their interest in having assignments go public rather than just be for my eyes only. LiDA103
-
Publishing research in open journals (open access publishing)
I want to know more about publishing in open journals and how peer review does or doesn’t work for open access publishing.
-
from UBC, which define open education as a “collection of practices that utilize online technology to freely share knowledge.”
My understanding has always been that OER don’t necessarily have to be online. Aren’t there ways to download PDFs etc. so that you don’t have to be online when you use them?
-
- Oct 2016
-
libguides.colorado.edu libguides.colorado.edu
-
We are in the habit- in academe, anyway- of assuming that thinking is not thinking unless it is wholly logical or critically aware of itself at every ste
I love this. Sometimes we get so "self-aware" that you loose the thread of what is actually being argued in layers of metacognition about the argument. (Thinking of some bad experiences with textual analysis here - flashback - sorry!)
-
In first order thinking we do not reflect on what we are doing and hence we are more likely to be steered by our assumptions, unconscious prejudices, and unexam- ined points of view.
Ah - here it is. An interesting exercise perhaps is to do a free writing and then go back and see if we can see what assumptions lie behind it.
-
e fresh insights which are rooted in experience and thus they usually get around the person's preju- dices, stock responses, or desires for mere consistency; they are usually shrewder than the person's long held conviction
I get all of this except bringing our prejudices (biases) - surely these are more deep rooted and could even appear here?
-
-
libguides.colorado.edu libguides.colorado.eduld.php5
-
Critical thinkers are willing and capable of dealingwith information that is ambiguous or contradicts their prior knowledge, since their goalis, not to confirm certainty, but to falsify thestatus quowhile seeking truth
I have a problem with the way this is stated. It feels like the authors are assuming that the status quo of knowledge is always wrong. The goal should surely be to evaluate if it is wrong or not, not to set out to falsify it automatically or make the assumption that it is always wrong. Maybe I am just mis-understanding what they mean by "to falsify the status quo".
-
our beliefs are a poor mirror of reality. Theyare molded by culture, personal experience, belief systems, emotions, values, needs, orassumptions. This way, our beliefs are not a reliable image of reality, only our ownpersonal (and limited) image of reality.
Is everything relative and based in personal experience? Is there a way to be mostly objective? Do we believe in right and wrong or only in a right and wrong that is constructed by your culture, beliefs, and values? In history classes I get a lot of debate about these things. As humans, we make value judgements frequently, and when two sets of values clash then students often want certainty that one set of values can be proven to be better. They feel like the ground is pulled out from under them if thinking critically means coming to the conclusion that there is no objective right and wrong. Helping them to understand the difference between recognizing bias and thinking EVERYTHING is bias is an important part of developing critical thinking in the humanities.
-
People often provide conclusions that are not supported with evidence or they only useevidence that supports their prior beliefs, ignoring even strong counterarguments
A classic first-year essay exam problem.
-
Often, deep learning will start with a foundation of rote recall; for example, no one canthink critically about World War II without knowing the correct sequence of historicalevents that led up to war. But knowledge of these events alone is not the same as theability to think critically about them. Most professors can recall students who hadencyclopedic knowledge about a subject, but could not go beyond the recall of memorizedfacts
Accessible language to explain why recall alone is not enough is sometimes a challenge when working with a first-year student population. The pedagogical language we use as educators is perceived as "professor-speak" by some of our students. I am looking for a way to explain that relies on examples that are more approachable from their vantage point.
-
defined as the use of a set of cognitive skills that increase the probability of adesired outcome, as well as the disposition to do so
Is it just me, or is this so vague as to feel almost meaningless? The set of cognitive skills are not defined, and neither is "the probably desired outcome". I think this is why so many feel like there is no consensual definition - it's too vague. (Though the list on the next page helps - I think the desire to make this universal can create barriers to our students understanding what we are talking about)
-