Sunday, September 26, 2010
Can critical thinking lead to over confidence?
Critical thinking makes us think analytically about everything around us, it makes us think about us and see if we our at our best but what we we start believing we are good enough but we aren't and then it directs us to over confidence. Can that happen?
Saturday, September 25, 2010
Engineering Human thought ??
From your lectures, I learnt that CT can be helpful in understanding ourselves, our actions, beliefs and thinking, and today in 2010,'Is engineering of Human thought is possible ?', by engineering our thoughts, I mean can we have the 'known pattern' of our behavior, can we change/modify our intentions. Can we be self- controlled individual.
2. If Yes, then how do you justify the argument of theologians about the sovereignty of God, the fundamentals believe that there is someone controlling us and this entire HUGE system, this way of looking the things also forbid us to have questioning mind, because rise of individualism will reach to the point when we start to believe that 'We are completely free'.
2. If Yes, then how do you justify the argument of theologians about the sovereignty of God, the fundamentals believe that there is someone controlling us and this entire HUGE system, this way of looking the things also forbid us to have questioning mind, because rise of individualism will reach to the point when we start to believe that 'We are completely free'.
Is critical thinking always productive?
Is critical thinking always productive? As in we usually think critically about our career and at the end the idea is just regarded as compost. Like coming to szabist or going abroad. When coming to szabist the idea of going abroad on which I’ve thought critically is just washed out. So is CT always productive?
Friday, September 24, 2010
Emotional Intelligience and CT
Sir, what is the impact of Emotional intelligience on critical thinking ? how does expressions affect and influence our judgement.
Example: American meets African (Black), who is more competent, intelligent and creative. but the first thought about African is he is black. (Think about pre-conceived notions about black people).
Example: American meets African (Black), who is more competent, intelligent and creative. but the first thought about African is he is black. (Think about pre-conceived notions about black people).
Wednesday, September 22, 2010
Tuesday, September 21, 2010
Q: is critical thinking at loggerheads with religion. As religion is an institution which bounds it participants to go by certain rules and if a person wants to think critically as well as adhere by the rules of the religion how would critical thinking take that as.
Will the person thinking critically but also using that thinking in a way which doesnt exclude him or her from the religious institution he she is following be excluded from the line of CRITICAL THINKERS?
what if at some point your critical analysis urge you to think against what you consider a religious virtue and you refrain from pursuing it further what will that be in the term of CT. will you be termed as a non critical thinker.
Will the person thinking critically but also using that thinking in a way which doesnt exclude him or her from the religious institution he she is following be excluded from the line of CRITICAL THINKERS?
what if at some point your critical analysis urge you to think against what you consider a religious virtue and you refrain from pursuing it further what will that be in the term of CT. will you be termed as a non critical thinker.
Monday, September 13, 2010
FAQ 4
4. Was all the initial human race critical thinkers? (as they would have no or at least very less assumptions, prejudices, stereotypes etc. probably)
First, please see answer to FAQ 3 which is somewhat similar in nature.
I think there are two interesting parts to this question.
The first interesting part is the implied reference to mankind/society having moved from a simple to a complex & onwards to an even more complex (& so on) existence. The gradient & trajectory of the nature & quantum of complexity seems to be getting more & more difficult & challenging. But so is, has & does our capacities to unfold such complexity because we are ostensibly becoming better & better critical thinkers. Either that or we have stronger abilities, more effective tools, etc to be critical thinkers. We know more about the human brain & mind in the context of its uses & interactions than we ever did ‘before’. There is greater use of the human faculties, it seems.
The second interesting part is about an important aspect of the nature of CT. Indeed CT is relative. Your individual biases, prejudices & stereotypical orientation are not necessarily more or less of an issue in the realm of critical thinking than is my list of the same issues. We both need to or should address these in the context of common criteria of what constitutes CT, or of a critically thought-through thinking process, while paying heed to its ensuing outcomes, decision, inferences, & implications. Of course we may have standards and benchmarks that transcend those indicated in the CT model; that’s quite possible, but very difficult to achieve.
The CT model is essentially the benchmark standard/criteria for both of us even though both of us may be at different stages or levels of thinking sophistication. To understand this better, have a look at the Paul and Elder text book, their chapter on “Stages of Development”. In it they differentiate between a) unreflective thinker, b) challenged thinker, c) beginner thinker, d) practicing thinker, e) advanced thinker, and f) master thinker. The purpose of their chapter is different – it’s to help you understand what level of thinking you are at – but throws some light on this discussion.
At another level your question could be framed differently. Did older, simpler societies even need to be critical thinkers? Did critical thinking itself lead to complexity in our worlds? Is collective egocentricity greater than some individuals’ egocentricity? Are certain group’s egocentric orientations greater, more obsessive (pathological) than that of others? Is Islam or religion in general more egocentric than other institutions on which we tend to rely or use for our purposes and needs? Are ‘less developed’ societies more socio and ego centric than more advanced ones?
Please feel free to comment, offer obervations & ask further questions on the answer to this FAQ.
Regards,
Faheem
First, please see answer to FAQ 3 which is somewhat similar in nature.
I think there are two interesting parts to this question.
The first interesting part is the implied reference to mankind/society having moved from a simple to a complex & onwards to an even more complex (& so on) existence. The gradient & trajectory of the nature & quantum of complexity seems to be getting more & more difficult & challenging. But so is, has & does our capacities to unfold such complexity because we are ostensibly becoming better & better critical thinkers. Either that or we have stronger abilities, more effective tools, etc to be critical thinkers. We know more about the human brain & mind in the context of its uses & interactions than we ever did ‘before’. There is greater use of the human faculties, it seems.
The second interesting part is about an important aspect of the nature of CT. Indeed CT is relative. Your individual biases, prejudices & stereotypical orientation are not necessarily more or less of an issue in the realm of critical thinking than is my list of the same issues. We both need to or should address these in the context of common criteria of what constitutes CT, or of a critically thought-through thinking process, while paying heed to its ensuing outcomes, decision, inferences, & implications. Of course we may have standards and benchmarks that transcend those indicated in the CT model; that’s quite possible, but very difficult to achieve.
The CT model is essentially the benchmark standard/criteria for both of us even though both of us may be at different stages or levels of thinking sophistication. To understand this better, have a look at the Paul and Elder text book, their chapter on “Stages of Development”. In it they differentiate between a) unreflective thinker, b) challenged thinker, c) beginner thinker, d) practicing thinker, e) advanced thinker, and f) master thinker. The purpose of their chapter is different – it’s to help you understand what level of thinking you are at – but throws some light on this discussion.
At another level your question could be framed differently. Did older, simpler societies even need to be critical thinkers? Did critical thinking itself lead to complexity in our worlds? Is collective egocentricity greater than some individuals’ egocentricity? Are certain group’s egocentric orientations greater, more obsessive (pathological) than that of others? Is Islam or religion in general more egocentric than other institutions on which we tend to rely or use for our purposes and needs? Are ‘less developed’ societies more socio and ego centric than more advanced ones?
Please feel free to comment, offer obervations & ask further questions on the answer to this FAQ.
Regards,
Faheem
Sunday, September 12, 2010
FAQ 3
3. When did the humans begin to realize what was critical thinking and what wasn’t? As in what led them to categorize some thinking as critical and some as non-critical?
CT is ’probably’ about as old as 2,500 years dating back to the recorded time of Socrates. In the Paul & Edler Book, there is a full chapter dedicated to Socratic thinking. This type of thinking may be called the first ever formal way of thinking or the first ever reflective type of thinking in history. In fact some schools, colleges & universities across the world do still teach Socratic thinking, & or its logic. However, because the world tends to move in tandem with the times & its needs, other types of thinking (such as CT) have emerged to take more eminence, relevance, importance & use.
Thinking (s) (or thinking about thinking) has seen some significant ‘movements’ over time which have shaped & characterized its nature, including the fundamental & powerful (F&P) concepts (See Nosich Book) it embodies. View the following links to get a better or a more detailed sense of the history of thinking of which critical thinking is an important type/genre. As an aside, note that at some point we may cursorily get into other types of thinking (creative, lateral, abstract, dialogical dialectical, systems, integral, integrative, etc.). But our focus in this course will remain on critical thinking.
http://www.criticalthinking.org/aboutCT/briefHistoryCT.cfm
http://www.criticalthinking.org/articles/documenting-history.cfm
http://www.criticalthinking.org/aboutCT/ourConceptCT.cfm
Coming to second part of this question: Generally speaking, the more complex the world becomes – that is, the more difficult and advanced, and or multi-logical the nature of its problems becomes – then, the greater the need for critical thinking & for other types of thinking genre as well. Another reason for “categorizing” (& or classifying) what is critical thinking & what is not, is to provide clarity & to chart scope. However, understanding & unraveling complexity is not the only objective of becoming a critical thinker.
We will get into a fuller range of the objectives of CT in the context of another FAQ.
Please feel free to comment, offer obervations & ask further questions on the answer to this FAQ.
Regards,
Faheem
CT is ’probably’ about as old as 2,500 years dating back to the recorded time of Socrates. In the Paul & Edler Book, there is a full chapter dedicated to Socratic thinking. This type of thinking may be called the first ever formal way of thinking or the first ever reflective type of thinking in history. In fact some schools, colleges & universities across the world do still teach Socratic thinking, & or its logic. However, because the world tends to move in tandem with the times & its needs, other types of thinking (such as CT) have emerged to take more eminence, relevance, importance & use.
Thinking (s) (or thinking about thinking) has seen some significant ‘movements’ over time which have shaped & characterized its nature, including the fundamental & powerful (F&P) concepts (See Nosich Book) it embodies. View the following links to get a better or a more detailed sense of the history of thinking of which critical thinking is an important type/genre. As an aside, note that at some point we may cursorily get into other types of thinking (creative, lateral, abstract, dialogical dialectical, systems, integral, integrative, etc.). But our focus in this course will remain on critical thinking.
http://www.criticalthinking.org/aboutCT/briefHistoryCT.cfm
http://www.criticalthinking.org/articles/documenting-history.cfm
http://www.criticalthinking.org/aboutCT/ourConceptCT.cfm
Coming to second part of this question: Generally speaking, the more complex the world becomes – that is, the more difficult and advanced, and or multi-logical the nature of its problems becomes – then, the greater the need for critical thinking & for other types of thinking genre as well. Another reason for “categorizing” (& or classifying) what is critical thinking & what is not, is to provide clarity & to chart scope. However, understanding & unraveling complexity is not the only objective of becoming a critical thinker.
We will get into a fuller range of the objectives of CT in the context of another FAQ.
Please feel free to comment, offer obervations & ask further questions on the answer to this FAQ.
Regards,
Faheem
FAQ 2
2. If one is egocentric, but then that person starts critically thinking and form an opinion but a beliefs system for her/his self which turns out to be the same initial one about which the individual was egocentric about initially, then would you still call that person an egocentric?
Yes, in this case, that person would either still be egocentric, or that he/she was not egocentric to start off with.
Egocentric or egocentricism in CT is defined as: “a form of rigidity of thought. It views irrational beliefs as rational.” Or: “a tendency to view everything in relationship to oneself, to confuse immediate perception (how things seem) with reality; the tendency to be self-centered, or to consider only oneself and one’s own interests….” Ones desires, values and beliefs (seeming to be self evidently correct or superior to those of others) are often used uncritically as the norm of all judgment and experience. Egocentricity is one of the fundamental impediments to critical thinking.”
A central objective of CT is to identify & overcome, resolve, or minimize egocentric beliefs, behaviors, attitudes, & dispositions (flaws), as well as to adjust/alter/change values accordingly. Just the use of (or getting through the ‘screening’ process of) a CT analysis to think through egocentric beliefs & behaviors, etc. does not mean that one has washed himself of (or satisfied conditions of being a CT) that egocentric belief, orientation, or egocentric state (s). Change is often a centrally implied aspect of CT.
However, if we want to continue to be egocentric despite being informed otherwise through a CT analysis (or ‘screening’ process) ‘could’ mean that one is showing: a) activated ignorance (which means “taking into the mind, and actively using information that is false, though we mistakenly think it to be true”); b) using inert information (which means taking into the mind information that though memorized, we do not understand, despite the fact that we think we do.”); or c) It could also simply mean a consciously decided indifference to CT.
Finally, it could also mean that the critical thinking one has done is not done properly; that is, an appropriate model of CT has not been fully applied to the problem, question, issue, situation, etc.
Note:
a) The opposite of egocentric is fair-minded.
b) The opposite of activated ignorance is activated knowledge.
c) You may also want to find out the definition of socio-centric thinking from the Paul & Edler Book. It will come in the next hourly exam.
Further comments, observations & questions on FAQ 2 are welcome.
Regards,
Faheem
Yes, in this case, that person would either still be egocentric, or that he/she was not egocentric to start off with.
Egocentric or egocentricism in CT is defined as: “a form of rigidity of thought. It views irrational beliefs as rational.” Or: “a tendency to view everything in relationship to oneself, to confuse immediate perception (how things seem) with reality; the tendency to be self-centered, or to consider only oneself and one’s own interests….” Ones desires, values and beliefs (seeming to be self evidently correct or superior to those of others) are often used uncritically as the norm of all judgment and experience. Egocentricity is one of the fundamental impediments to critical thinking.”
A central objective of CT is to identify & overcome, resolve, or minimize egocentric beliefs, behaviors, attitudes, & dispositions (flaws), as well as to adjust/alter/change values accordingly. Just the use of (or getting through the ‘screening’ process of) a CT analysis to think through egocentric beliefs & behaviors, etc. does not mean that one has washed himself of (or satisfied conditions of being a CT) that egocentric belief, orientation, or egocentric state (s). Change is often a centrally implied aspect of CT.
However, if we want to continue to be egocentric despite being informed otherwise through a CT analysis (or ‘screening’ process) ‘could’ mean that one is showing: a) activated ignorance (which means “taking into the mind, and actively using information that is false, though we mistakenly think it to be true”); b) using inert information (which means taking into the mind information that though memorized, we do not understand, despite the fact that we think we do.”); or c) It could also simply mean a consciously decided indifference to CT.
Finally, it could also mean that the critical thinking one has done is not done properly; that is, an appropriate model of CT has not been fully applied to the problem, question, issue, situation, etc.
Note:
a) The opposite of egocentric is fair-minded.
b) The opposite of activated ignorance is activated knowledge.
c) You may also want to find out the definition of socio-centric thinking from the Paul & Edler Book. It will come in the next hourly exam.
Further comments, observations & questions on FAQ 2 are welcome.
Regards,
Faheem
FAQ 1
1. How can one try to be neutral while critical thinking (meaning in its initial stage), because everyone has their own believes and school of thought which to certain extent can influence their thinking even if it is critical?
First, note that some better choices over the word ‘neutral’ are perhaps words such as open, vulnerable, flexible, and in particular “fair-minded”. These are a part of the CT vernacular, terminology, coded language of the CT discipline. Fair-minded is also used in the Paul and Edler text, where they classify this is an intellectual trait, which along with elements and standards is a key part of their CT model.
Now getting to the question:
You’ll recall that one of the objectives of becoming a critical thinker is to ‘use it’ (apply the CT model) in order to minimize the intrinsic, inborn and or known flaws, biases, prejudices, etc. that our quite typical to our (unprocessed or unreflective) thinking. When you are (upfront) aware and conscious of the possibility that your thinking might be flawed or for that matter, the thinking of the person you are engaged with, is flawed, then you are already in a ‘neutral’ way of being.
It’s important to keep a ‘look out’ – much like an excited boy/girl scout does for his/her territory – for your known flaws, and be open, vulnerable, flexible, accepting, to/of any that might come about as new flaws not known to you; or to the possibility that these may expose your flaws in different ways. You should have (or develop) the disposition of intellectual humility (which is also a trait in the Paul/Edler/Nosich model of CT.
Advanced critical thinkers would have at some point identified a list of their flaws, prejudices, biases, etc., usually with the help of an instructor, trainer, coach, therapist, counselor, friend, teacher, parents (not a good idea!), etc. We will do this identification process in class once we have fully introduced the CT model & had at least one or two go’s at understanding & applying it. However, if you want a head start then go to & read contents at the following links:
http://www.businessballs.com/johariwindowmodel.htm
http://en.wikipedia.org/wiki/Johari_window
Feel free to comment or seek further clarifications.
Regards,
Faheem
First, note that some better choices over the word ‘neutral’ are perhaps words such as open, vulnerable, flexible, and in particular “fair-minded”. These are a part of the CT vernacular, terminology, coded language of the CT discipline. Fair-minded is also used in the Paul and Edler text, where they classify this is an intellectual trait, which along with elements and standards is a key part of their CT model.
Now getting to the question:
You’ll recall that one of the objectives of becoming a critical thinker is to ‘use it’ (apply the CT model) in order to minimize the intrinsic, inborn and or known flaws, biases, prejudices, etc. that our quite typical to our (unprocessed or unreflective) thinking. When you are (upfront) aware and conscious of the possibility that your thinking might be flawed or for that matter, the thinking of the person you are engaged with, is flawed, then you are already in a ‘neutral’ way of being.
It’s important to keep a ‘look out’ – much like an excited boy/girl scout does for his/her territory – for your known flaws, and be open, vulnerable, flexible, accepting, to/of any that might come about as new flaws not known to you; or to the possibility that these may expose your flaws in different ways. You should have (or develop) the disposition of intellectual humility (which is also a trait in the Paul/Edler/Nosich model of CT.
Advanced critical thinkers would have at some point identified a list of their flaws, prejudices, biases, etc., usually with the help of an instructor, trainer, coach, therapist, counselor, friend, teacher, parents (not a good idea!), etc. We will do this identification process in class once we have fully introduced the CT model & had at least one or two go’s at understanding & applying it. However, if you want a head start then go to & read contents at the following links:
http://www.businessballs.com/johariwindowmodel.htm
http://en.wikipedia.org/wiki/Johari_window
Feel free to comment or seek further clarifications.
Regards,
Faheem
Saturday, September 11, 2010
Bill Gates speech: 11 rules your kids did not and will not learn in school
I saw this on someone's facebook, and thought I should post it here eventhough it has little direct connection with CT.
Regards,
Faheem
_______________________________________
Rule 1: Life is not fair - get used to it!
Rule 2: The world doesn't care about your self-esteem. The world will expect you to accomplish something BEFORE you feel good about yourself.
Rule 3: You will NOT make $60,000 a year right out of high school. You won't be a vice-president with a car phone until you earn both.
Rule 4: If you think your teacher is tough, wait till you get a boss.
Rule 5: Flipping burgers is not beneath your dignity. Your Grandparents had a different word for burger flipping: they called it opportunity.
Rule 6: If you mess up, it's not your parents' fault, so don't whine about your mistakes, learn from them.
Rule 7: Before you were born, your parents weren't as boring as they are now. They got that way from paying your bills, cleaning your clothes and listening to you talk about how cool you thought you were. So before you save the rain forest from the parasites of your parent's generation, try delousing the closet in your own room.
Rule 8: Your school may have done away with winners and losers, but life HAS NOT. In some schools, they have abolished failing grades and they'll give you as MANY TIMES as you want to get the right answer. This doesn't bear the slightest resemblance to ANYTHING in real life.
Rule 9: Life is not divided into semesters. You don't get summers off and very few employers are interested in helping you FIND YOURSELF. Do that on your own time.
Rule 10: Television is NOT real life. In real life people actually have to leave the coffee shop and go to jobs.
Rule 11: Be nice to nerds. Chances are you'll end up working for one.
Regards,
Faheem
_______________________________________
Rule 1: Life is not fair - get used to it!
Rule 2: The world doesn't care about your self-esteem. The world will expect you to accomplish something BEFORE you feel good about yourself.
Rule 3: You will NOT make $60,000 a year right out of high school. You won't be a vice-president with a car phone until you earn both.
Rule 4: If you think your teacher is tough, wait till you get a boss.
Rule 5: Flipping burgers is not beneath your dignity. Your Grandparents had a different word for burger flipping: they called it opportunity.
Rule 6: If you mess up, it's not your parents' fault, so don't whine about your mistakes, learn from them.
Rule 7: Before you were born, your parents weren't as boring as they are now. They got that way from paying your bills, cleaning your clothes and listening to you talk about how cool you thought you were. So before you save the rain forest from the parasites of your parent's generation, try delousing the closet in your own room.
Rule 8: Your school may have done away with winners and losers, but life HAS NOT. In some schools, they have abolished failing grades and they'll give you as MANY TIMES as you want to get the right answer. This doesn't bear the slightest resemblance to ANYTHING in real life.
Rule 9: Life is not divided into semesters. You don't get summers off and very few employers are interested in helping you FIND YOURSELF. Do that on your own time.
Rule 10: Television is NOT real life. In real life people actually have to leave the coffee shop and go to jobs.
Rule 11: Be nice to nerds. Chances are you'll end up working for one.
Sunday, September 5, 2010
Welcome
Dear Students,
Welcome to our in-house (SZABIST University) blog through which we hope to promote and enhance our understanding of critical thinking.
Please sign-up and don't forget to insert your profile picture as well. It will help me put a face behind the name.
More instructions to follow to get this going.
Regards,
Faheem
Welcome to our in-house (SZABIST University) blog through which we hope to promote and enhance our understanding of critical thinking.
Please sign-up and don't forget to insert your profile picture as well. It will help me put a face behind the name.
More instructions to follow to get this going.
Regards,
Faheem
Subscribe to:
Posts (Atom)