Course materials

1. Fashion Institute of Design and Merchandising Critical Inquiry Essay
Question Descriptionneed 3-4pages, answer all of questions on files , read it carefully, thank
you, you have only 15 hours….engagement…From critical thought to critical inquiry:
ensuring activeAs primary and perhaps most crucial premise upon which this course is
founded, the act of critical inquiry has definedour efforts of criticaland creative engagement
in relation to how we recognize, evaluate,and synthesize (to new productivitesof
understanding, the pressing social issues of our contemporary moment.deeply and
appropriately-contextualized knowledge of the issue to which we have directed focus, from
this, our projectshave evolved to reflect an ability to make relevant factscohere unto new
and substantial comprehensions—aimed towarddevote attentions to what reflections
and/or reactions may beprogress toward the generation of our own series of inquiries,
intended to serve as cognitive impetus of sorts, to triggeror stimulate different forms of
critical response to the work we have produced.We have each worked to establish alarger
societal reformation and betterment. As we prepare to present to one another our own
work, it is necessary that wecompted by way of such encounter. As such, we willThe
following list provides potential constructs’ which may be utilized to guide the development
of these inquiries.Each category relates to a specific aspect of critical thought. Work to draft
your own series of inquiries (please work toproduce at least five). In so doing, aim to
produce questions which are open-ended—which summon divergent thinkingby allowing
for a variety of possible responses, as opposed to converging in any singular or unilateral
direction.1. Comprehension (Understanding): demonstrating understanding of facts and
ideas by organizing, comparing,translating, interpreting, giving descriptions and stating
main ideas..How would you explain …?Why did …?• How would you describe …?• How
would you compare …? contrast …? What parts of … would be similar to/different than … ?2.
Application: to apply abstract or theoretical principles to concrete, practical situations.How
can you make use of … ?• How could… be put into practice?. How would … be converted into
an action plan?• How would you show your understanding of … .?3. Analysis: examining and
breaking information into its component parts in order to detect motives or causes;
makinginferences and finding evidence to identify the relationship between the parts and
the whole.• Can you identify the difference parts …?• What inference can you make from
…?• How would you classify …?• What are the most important/significant ideas or elements
of …? (prioritization)• What assumptions/biases underlie or are hidden within …?
(deconstruction)4. Synthesis: to build up or compile separate pieces of information in a
different way by combining elements in a newpattern or proposing alternative solutions.•

2. How can … be combined with … to create a more compete or comprehensive understanding
of …?• How can these separate … be reorganized or rearranged to produce a more
comprehensiveunderstanding of …?• What patterns or themes emerge from … ?• What can
be extrapolated or extended from this particular … that may have more general or
universalvalue?engagement…From critical thought to critical inquiry: ensuring activeAs
primary and perhaps most crucial premise upon which this course is founded, the act of
critical inquiry has definedour efforts of criticaland creative engagement in relation to how
we recognize, evaluate,and synthesize (to new productivitesof understanding, the pressing
social issues of our contemporary moment.deeply and appropriately-contextualized
knowledge of the issue to which we have directed focus, from this, our projectshave evolved
to reflect an ability to make relevant factscohere unto new and substantial
comprehensions—aimed towarddevote attentions to what reflections and/or reactions may
beprogress toward the generation of our own series of inquiries, intended to serve as
cognitive impetus of sorts, to triggeror stimulate different forms of critical response to the
work we have produced.We have each worked to establish alarger societal reformation and
betterment. As we prepare to present to one another our own work, it is necessary that
wecompted by way of such encounter. As such, we willThe following list provides potential
constructs’ which may be utilized to guide the development of these inquiries.Each category
relates to a specific aspect of critical thought. Work to draft your own series of inquiries
(please work toproduce at least five). In so doing, aim to produce questions which are open-
ended—which summon divergent thinkingby allowing for a variety of possible responses,
as opposed to converging in any singular or unilateral direction.1. Comprehension
(Understanding): demonstrating understanding of facts and ideas by organizing,
comparing,translating, interpreting, giving descriptions and stating main ideas..How would
you explain …?Why did …?• How would you describe …?• How would you compare …?
contrast …? What parts of … would be similar to/different than … ?2. Application: to apply
abstract or theoretical principles to concrete, practical situations.How can you make use of
… ?• How could… be put into practice?. How would … be converted into an action plan?•
How would you show your understanding of … .?3. Analysis: examining and breaking
information into its component parts in order to detect motives or causes;
makinginferences and finding evidence to identify the relationship between the parts and
the whole.• Can you identify the difference parts …?• What inference can you make from
…?• How would you classify …?• What are the most important/significant ideas or elements
of …? (prioritization)• What assumptions/biases underlie or are hidden within …?
(deconstruction)4. Synthesis: to build up or compile separate pieces of information in a
different way by combining elements in a newpattern or proposing alternative solutions.•
How can … be combined with … to create a more compete or comprehensive understanding
of …?• How can these separate … be reorganized or rearranged to produce a more
comprehensiveunderstanding of …?• What patterns or themes emerge from … ?• What can
be extrapolated or extended from this particular … that may have more general or
universalvalue?5. Evaluation: to critically judge the validity (truth), morality (ethics), or
aesthetic (artistic) value of ideas, data, or productsby using relevant assessment criteria
(standards for judging quality).• How would you judge the accuracy or validity of …?• How

3. would you evaluate the ethical implications or consequencesof …?• How would you rate the
aesthetic quality of . ?6. Causal Reasoning: to identify cause-effect relationships between
different ideas or actions.• How would you explain why … occurred?• What is responsible
for …?• How would … affect or influence …?7. Ethical Reasoning: to identify what is morally
right/ wrong or good/bad about particular ideas, attitudes, orpractices.• What does …. rev
about a person’s values?• What are the moral implications of …?• Are the expressed or
professed convictions of … consistent with actual commitments and observableactions?8.
Creative Thinking: to generate imaginative ideas, unique perspectives, innovative strategies,
or novel (alternative)approaches to traditional practices.• What might be a metaphor or
analogy for …?• What could be invented to .. ?• What might happen if …? (hypothetical
reasoning)In the space below, please compose the series of inquiries you might direct to our
class in efforts to initiate conversationabout your project. Please accompany each question
with a 3 – 5 sentence response explaining the significance ofengendering thought in this
way.1.)2.)3.)4.)5.)Name:Purchase answer to see fullattachment