DMBA 610 Individual Paper Assignment Week 2: Critical Thinking and Decision Making January 30th, 2012 Introduction In the book, “Asking the Right Questions: A Guide to Critical Thinking (Ninth Edition), by M. Neil Browne and Stuart M. Keeley”, the authors examine the benefits of critical thinking as it relates to the process of asking the right kinds of questions. What are the right kinds of questions? These authors maintain that critical thinking is a method used to improve the way we think by asking the questions that would enable you to reach a personal decision that would eventually give credit to both sides of the discussion. Critical thinking is in essence the analysis, synthesis and evaluation of one’s experience, as it relates to the worth of the discussion at hand. The authors define critical thinking: “as the awareness of a set of interrelated critical questions, the ability to ask and answer critical questions at appropriate times; and the desire to actively use the critical questions” (Browne & Keeley, 2010).
I also declare that this assessment, nor parts of it, has not been previously submitted for any other unit/module or course, and that I have not copied in part or whole or otherwise plagiarised the work of another student and/or persons. I have read the ACAP Student Plagiarism and Academic Misconduct Policy and understand its implications. I also declare, if this is a practical skills assessment, that a Client/Interviewee Consent Form has been read and signed by both parties, and where applicable parental consent has been obtained. Communication and communication styles, verbal, non-verbal and written, are complex processes and has been described as being “circular and continuous, without end or beginning” De Vito (2007). We do both, at the same time, speaking and listening, questioning and responding in an interaction between us and others.
Complex phenomena lie at the heart of reflective practice. This chapter presents a new framework to capture dimensions of reflective practice in which teachers can provide evidence to inform their own teaching. Reflective practice is defined as: a disposition to enquiry incorporating the process through which … teachers structure or restructure actions, beliefs, knowledge and theories that inform teaching for the purpose of professional development. (Zwozdiak-Myers 2010: 83) REFLECTIVE PRACTICE FOR PROFESSIONAL DEVELOPMENT 27 Key attributes of extended professionals Reflective practice as a disposition to enquiry has, at its roots, the early work of Dewey (1933), particularly in relation to
A reflective practice model would enable learners and novices within a discipline to compare their own practices with those of experienced practitioners, thus leading to development and improvement. Although given currency by Schon (1983) and Kolb (1984), reflective practice has been advocated by educationists such as Dewey (1909) and Lewin (1952) and can be traced back to the Socratic method of enquiry - in which questioning and exploration of the implications of another's viewpoint are employed to enlighten the enquirer. Moon (1999) defines reflective practice as "a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind." In essence, it is a readiness to constantly evaluate and review your practice in the light of new learning (which may arise from within the context of your professional practice). A reflection in a mirror is an exact replica of what is in front of it.
Most of us believe we possess good critical thinking skills. My theory is that most of us do not have an understanding of what critical thinking is; I always assumed to have critical thinking skills. What I find ironic is that, although I believed critical thinking was the ability to make a concise decision in a crisis, whenever making a precise decision I have always applied rationality, self-awareness, honesty, open-mindedness, discipline and judgment, with
Before applying the theory of reflective practice to my experiences, it is important to understand what this “abstract” (Watson & Wilcox, 2000, p.58) idea means to me in my own teaching context and development. Definitions are numerous but most include a reference to critical reflection, where this can be described as “the conscious consideration of the ethical implications and consequences of teaching practice, with self-reflection, deep examination of personal beliefs, and assumptions about human potential and learning” (Larrivee, 2000, p.293). This explanation is far more accurate than others who focus merely on the practical process of reflection as being “an activity in which an experience is recalled, considered and evaluated” (Richards, 1991, p.1). If the process of being a reflective teacher is to be worthwhile, it also needs to influence future planning and teaching strategies where
The first core belief is the concept of the autonomous, responsible and rational adult. Mezirow believed that the goal of transformational learning is “to gain the crucial sense of agency over ourselves and our lives" that is often associated with individuals reflecting on a dysfunctional operational system or company policy, and taking action to change it. A second core belief relates to knowledge creation that is constructivist. Human beings are active participants in the process of making meaning and are the creators of knowledge and hence engage in critical reflection. The pre-conditions that satiate the concept are full information, the ability to objectively evaluate arguments and freedom from self-deception or coercion.
Cognitive Psychology Definition Paper Debbie Cooper PSY/360 April 1, 2013 Cognitive Psychology Definition Paper Introduction Identifying some key milestones in the development of cognitive psychology as a form of discipline and how they pertain to psychology is discussed in this paper. The description of cognitive psychology, what it means for psychology, and its beginnings are crucial to understanding psychology. This research will describe how each milestone has added to the strength of cognitive psychology and will show the importance of cognitive psychology. The researcher will begin with the definition of cognitive psychology. The Definition Cognitive psychology broken down into its simplest form is essentially thinking psychology.
As this study has selected only the first chapter of the novel for this sample analysis, it cannot be evaluated at the first level as it requires the text to be taken as a whole. So the analysis has been started directly at the
Importance Critical thinking is an important element of all professional fields and academic disciplines (by referencing their respective sets of permissible questions, evidence sources, criteria, etc.). Within the framework of scientific skepticism, the process of critical thinking involves the careful acquisition and interpretation of information and use of it to reach a well-justified conclusion. The concepts and principles of critical thinking can be applied to any context or case but only by reflecting upon the nature of that application. Critical thinking forms, therefore, a system of related, and overlapping, modes of thought such as anthropological thinking, sociological thinking, historical thinking, political thinking, psychological thinking, philosophical thinking, mathematical thinking, chemical thinking, biological thinking, ecological thinking, legal thinking, ethical thinking, musical thinking, thinking like a painter, sculptor, engineer, business person, etc. In other words, though critical thinking principles are universal, their application to disciplines requires a process of reflective contextualization.