13
The Believing Game and How to Make Conflicting Opinions More Fruitful
Peter Elbow
[A chapter in Nurturing the Peacemakers in Our Students: A Guide to Teaching Peace,
Empathy, and
Understanding. Chris Weber, editor. Heinemann, 2006. The present version contains a
few short
passages that had to be cut for space reasons in the published version.]
Don Quixote says he admires Sancho Panza because he
doubts everything and he believes everything.
In the chapter before this, Chris Weber suggests ways to help
students speak their minds, listen well, and engage in nonadversarial
dialogue rather than debate. His suggestions focus on outward behavior.
In this essay, I will move inward to the mysterious dimension of thinking
and feeling. I’ll start by asking you to imagine that you are looking at an
inkblot (for examples, ask Google Images for “inkblots”).
Imagine that you see something in it that interests and pleases you--
-but your colleagues or classmates don’t see what you see. In fact they
think you are crazy or disturbed for seeing it. What would you do if you
wanted to convince them that your interpretation makes sense?
If it were a matter of geometry, you could prove you are right (or
wrong!). But with inkblots, you don’t have logic’s leverage. Your only
hope is to get them to enter into your way of seeing---to have the
experience you are having. You need to get them to say the magic
words: “Oh now I see what you see.”
This means getting them to exercise the ability to see something
differently (i.e., seeing the same thing in multiple ways), and also the
willingness to risk doing so (not knowing where it will lead). In short, you
need them to be flexible both cognitively and emotionally. You can’t
make people enter into a new way of seeing, even if they are capable
of it. Perhaps your colleagues or classmates are bothered by what you
see in the inkblot. Perhaps they think it’s aberrant or psychotic. If you
want them to take the risk, your only option is to set a good example and
show that you are willing to see it the way they see it.
From Inkblots to Arguments
14
Interpreting inkblots is highly subjective, but the process serves to
highlight how arguments also have a subjective dimension. Few
arguments are settled by logic. Should we invade countries that might
attack us? Should we torture prisoners who might know what we need to
know? Should we drop a nuclear bomb on a country that did attack us?
And by the way, what grade is fair for this paper or this student? Should
we use grades at all?
I’m not denying the force of logic. Logic can uncover a genuine
error in someone’s argument. But logic cannot uncover an error in
someone’s position. If we could have proven that Iraq had no weapons
of mass destruction, that wouldn’t have proven that it was wrong to
invade Iraq. “We should invade Iraq” is a claim that is imp ...
PROS AND CONS OF 53 CONTROVERSIAL ISSUESEDUCATION1. College .docxamrit47
PROS AND CONS OF 53 CONTROVERSIAL ISSUES
EDUCATION
1. College Education
2. D.A.R.E.
3. School Uniforms
4. Standardized Tests
5. Tablets vs. Textbooks
6. Teacher Tenure
ELECTIONS & PRESIDENTS
7. 2008 Presidential Election
8. 2012 Presidential Election
9. 2014 Santa Monica Local Elections
10. Bill Clinton
11. Felon Voting
12. Ronald Reagan
13. Voting Machines
HEALTH & MEDICINE
14. Abortion
15. Euthanasia
16. Medical Marijuana
17. Milk
18. Obamacare / Health Care Laws
19. Obesity
20. Prescription Drug Ads to Consumers
21. Right to Health Care
22. Vaccines for Kids
23. Vegetarianism
MEDIA & ENTERTAINMENT
24. Social Networking
25. Video Games and Violence
MONEY & BUSINESS
26. Big Three Auto Bailout
27. Corporate Tax Rate & Jobs
28. Gold Standard
29. Insider Trading by Congress
POLITICS
30. ACLU
31. Concealed Handguns
32. Death Penalty
33. Drinking Age
34. Gun Control
35. Illegal Immigration
36. Social Security Privatization
37. WTC Muslim Center
RELIGION
38. Churches and Taxes
39. Under God in the Pledge
SCIENCE & TECHNOLOGY
40. Alternative Energy vs. Fossil Fuels
41. Animal Testing
42. Cell Phones
43. Climate Change
SEX & GENDER
44. Born Gay? Origins of Sexual Orientation
45. Gay Marriage
46. Prostitution
SPORTS
47. College Football Playoffs
48. Drug Use in Sports
49. Golf - Is It a Sport?
WORLD / INTERNATIONAL
50. Cuba Embargo
51. Drones
52. Israeli-Palestinian Conflict
53. US-Iraq War
NEWEST CONTENT
Should the Palestinian Authority Continue to Receive Aid from the United States?
Should Israel Continue to Receive Aid from the United States?
More than eight in ten registered voters in Florida, Ohio, and Pennsylvania support legal medical marijuana
Episcopal Church Votes to Allow Same-Sex Weddings
Death Row Inmates, 1953-2013
State Constitutional Right to Bear Arms
Supreme Court Upholds Use of Execution Drug Midazolam
US Supreme Court Makes Gay Marriage Legal in All 50 US States
Supreme Court Rules 6-3 in Favor of Federal Obamacare Subsidies
Top Pro & Con Quotes: Should More Gun Control Laws Be Enacted in the United States?
Leading Causes of Suicide, Homicide, Unintentional Death, and All Death, 1999-2013
Judge Formally Sentences Boston Marathon Bomber to Death
Federal Government Removes Obstacle to Marijuana Research
US Gun Deaths, 1999-2013
International Civilian Gun Ownership Rates
International Firearm Homicide Rates
Average American Gun Owner
NEW ProCon.org Website - "Should More Gun Control Laws Be Enacted in the United States?"
31 States with the Death Penalty and 19 States with Death Penalty Bans
Nebraska Legislature Abolishes the Death Penalty
Ireland Becomes First Country to Legalize Gay Marriage by Popular Vote
How Much International Aid Does Israel Receive?
How Much International Aid Do the Palestinian Territories Receive?
ProCon.org, America's Most Popular Resource for the Pros and Cons of Issues, Expands to Serve More than 6,000 Schools
Boston Marathon Bomber Gets the Death Penalty
What Are the Official Pos ...
summarize Wayne C. Booths What Is an Idea (reprinted below) and .docxjonghollingberry
summarize Wayne C. Booth's "What Is an Idea?" (reprinted below) and then answer the following question for evaluation: Do you agree or disagree with Booth's explanation of the phenomenon commonly described as "writer's block"?
**********************************************************************************
"What Is an Idea?"
Wayne C. Booth
"I've got an idea; let's go get a hamburger." "All right, now, as sales representatives we must brainstorm for ideas to increase profits." "The way Ray flatters the boss gives you the idea he's bucking for a promotion, doesn't it?" "Hey, listen to this; I've just had an idea for attaching the boat to the top of the car without having to buy a carrier." "The idea of good defense is to keep pressure on the other team without committing errors ourselves." "What did you say that set of books was called?
The Great Ideas?
What does that mean?"
The word
idea,
as you can see, is used in a great many ways. In most of the examples above it means something like "intention," "opinion," or "mental image." The "idea" of going for a hamburger is really a mental picture of a possible action, just as the "idea" of a boat carrier is a mental image of a mechanical device. The "ideas" of good defense and Ray the flatterer are really opinions held by the speakers, while the appeal for "ideas" about how to increase profits is really an appeal for opinions (which may also involve mental images) from fellow workers. None of these examples, however, encompasses the meaning of "idea" as it has always been used by those who engage in serious discussions of politics, history, intellectual movements, and social affairs. Even the last example, an allusion to the famous set of books edited by Robert Maynard Hutchins and Mortimer Adler at the University of Chicago, does not yet express an idea; it only directs us toward a source where ideas may be encountered.
These uses of "idea" are entirely appropriate in their contexts. Words play different roles at different times. One can "fish" for either trout or compliments, and a scalp, an executive, and a toilet (in the Navy) are all "heads." Usually, these different uses have overlapping, not opposed, meanings. For example, we wouldn't know what fishing for compliments meant unless we already knew what fishing for trout meant; and the "heads" we just referred to are all indications of position or place. In the same way, the different uses of the word
idea
overlap. Even the most enduring ideas may appear to some as "mere opinion." What, then, does
idea
mean in the context of serious talk, and what keeps some opinions and mental images from being ideas in our sense?
Three central features distinguish an idea From other kinds of mental products:
1. An idea is always connected to other ideas that lead to it, follow from it, or somehow support it. Like a family member, an idea always exists amid a network of ancestors, parents, brothers, sisters, and cousins. An idea could no more sprin.
The document discusses illogical logic and techniques used to win arguments without sound reasoning. It describes 10 tactics people may use, such as name-calling, criticism, changing the subject, playing the victim, and accusing others of bias. The document also contains a legal disclaimer stating the company providing advice is not responsible for how clients use that advice.
The document provides an overview of critical thinking skills and discusses addressing obstacles to developing those skills. It defines stereotypes as overgeneralizations that can bog down thinking and provides examples. It also discusses adopting multiple perspectives, recognizing biased language, and analyzing arguments by evaluating their structure and the truth of any premises.
The document discusses the importance of critical thinking and developing good thinking skills. It aims to enable students to understand what thinking is, reflect on classes, develop the habit of learning through critical thinking, and understand why regular thinking and critically evaluating situations is important for becoming a leader. It defines thinking and covers concept formation, problem solving, learning, memory, and more. It explains that understanding human life involves understanding thinking, as thinking allows us to make sense of the world. Everything we know, believe, want, fear, and hope for is determined by our thinking.
The document discusses cognitive distortions, which are inaccurate or inflated thoughts that can negatively impact one's emotions and behavior. It provides an overview of cognitive distortions, noting they were first developed by Aaron Beck and made popular by David Burns. The document explains cognitive distortions can reinforce negative thinking and problematic states like depression. It states the general solution is to challenge distorted thoughts and replace them with more accurate perspectives. The document then lists and describes 12 specific cognitive distortions.
The document discusses respectful communication during disagreements. It defines emotional intelligence as understanding, using, and managing emotions. Having high emotional intelligence helps build strong relationships and deal with difficult situations. The presentation provides lessons on respectfully disagreeing without being disagreeable, such as avoiding personal attacks, listening to others' perspectives, and staying calm. Specific tips are outlined, like using "I" statements to express feelings respectfully and focusing on ideas rather than putting people down. The importance of these skills is emphasized for both in-person and online interactions.
PROS AND CONS OF 53 CONTROVERSIAL ISSUESEDUCATION1. College .docxamrit47
PROS AND CONS OF 53 CONTROVERSIAL ISSUES
EDUCATION
1. College Education
2. D.A.R.E.
3. School Uniforms
4. Standardized Tests
5. Tablets vs. Textbooks
6. Teacher Tenure
ELECTIONS & PRESIDENTS
7. 2008 Presidential Election
8. 2012 Presidential Election
9. 2014 Santa Monica Local Elections
10. Bill Clinton
11. Felon Voting
12. Ronald Reagan
13. Voting Machines
HEALTH & MEDICINE
14. Abortion
15. Euthanasia
16. Medical Marijuana
17. Milk
18. Obamacare / Health Care Laws
19. Obesity
20. Prescription Drug Ads to Consumers
21. Right to Health Care
22. Vaccines for Kids
23. Vegetarianism
MEDIA & ENTERTAINMENT
24. Social Networking
25. Video Games and Violence
MONEY & BUSINESS
26. Big Three Auto Bailout
27. Corporate Tax Rate & Jobs
28. Gold Standard
29. Insider Trading by Congress
POLITICS
30. ACLU
31. Concealed Handguns
32. Death Penalty
33. Drinking Age
34. Gun Control
35. Illegal Immigration
36. Social Security Privatization
37. WTC Muslim Center
RELIGION
38. Churches and Taxes
39. Under God in the Pledge
SCIENCE & TECHNOLOGY
40. Alternative Energy vs. Fossil Fuels
41. Animal Testing
42. Cell Phones
43. Climate Change
SEX & GENDER
44. Born Gay? Origins of Sexual Orientation
45. Gay Marriage
46. Prostitution
SPORTS
47. College Football Playoffs
48. Drug Use in Sports
49. Golf - Is It a Sport?
WORLD / INTERNATIONAL
50. Cuba Embargo
51. Drones
52. Israeli-Palestinian Conflict
53. US-Iraq War
NEWEST CONTENT
Should the Palestinian Authority Continue to Receive Aid from the United States?
Should Israel Continue to Receive Aid from the United States?
More than eight in ten registered voters in Florida, Ohio, and Pennsylvania support legal medical marijuana
Episcopal Church Votes to Allow Same-Sex Weddings
Death Row Inmates, 1953-2013
State Constitutional Right to Bear Arms
Supreme Court Upholds Use of Execution Drug Midazolam
US Supreme Court Makes Gay Marriage Legal in All 50 US States
Supreme Court Rules 6-3 in Favor of Federal Obamacare Subsidies
Top Pro & Con Quotes: Should More Gun Control Laws Be Enacted in the United States?
Leading Causes of Suicide, Homicide, Unintentional Death, and All Death, 1999-2013
Judge Formally Sentences Boston Marathon Bomber to Death
Federal Government Removes Obstacle to Marijuana Research
US Gun Deaths, 1999-2013
International Civilian Gun Ownership Rates
International Firearm Homicide Rates
Average American Gun Owner
NEW ProCon.org Website - "Should More Gun Control Laws Be Enacted in the United States?"
31 States with the Death Penalty and 19 States with Death Penalty Bans
Nebraska Legislature Abolishes the Death Penalty
Ireland Becomes First Country to Legalize Gay Marriage by Popular Vote
How Much International Aid Does Israel Receive?
How Much International Aid Do the Palestinian Territories Receive?
ProCon.org, America's Most Popular Resource for the Pros and Cons of Issues, Expands to Serve More than 6,000 Schools
Boston Marathon Bomber Gets the Death Penalty
What Are the Official Pos ...
summarize Wayne C. Booths What Is an Idea (reprinted below) and .docxjonghollingberry
summarize Wayne C. Booth's "What Is an Idea?" (reprinted below) and then answer the following question for evaluation: Do you agree or disagree with Booth's explanation of the phenomenon commonly described as "writer's block"?
**********************************************************************************
"What Is an Idea?"
Wayne C. Booth
"I've got an idea; let's go get a hamburger." "All right, now, as sales representatives we must brainstorm for ideas to increase profits." "The way Ray flatters the boss gives you the idea he's bucking for a promotion, doesn't it?" "Hey, listen to this; I've just had an idea for attaching the boat to the top of the car without having to buy a carrier." "The idea of good defense is to keep pressure on the other team without committing errors ourselves." "What did you say that set of books was called?
The Great Ideas?
What does that mean?"
The word
idea,
as you can see, is used in a great many ways. In most of the examples above it means something like "intention," "opinion," or "mental image." The "idea" of going for a hamburger is really a mental picture of a possible action, just as the "idea" of a boat carrier is a mental image of a mechanical device. The "ideas" of good defense and Ray the flatterer are really opinions held by the speakers, while the appeal for "ideas" about how to increase profits is really an appeal for opinions (which may also involve mental images) from fellow workers. None of these examples, however, encompasses the meaning of "idea" as it has always been used by those who engage in serious discussions of politics, history, intellectual movements, and social affairs. Even the last example, an allusion to the famous set of books edited by Robert Maynard Hutchins and Mortimer Adler at the University of Chicago, does not yet express an idea; it only directs us toward a source where ideas may be encountered.
These uses of "idea" are entirely appropriate in their contexts. Words play different roles at different times. One can "fish" for either trout or compliments, and a scalp, an executive, and a toilet (in the Navy) are all "heads." Usually, these different uses have overlapping, not opposed, meanings. For example, we wouldn't know what fishing for compliments meant unless we already knew what fishing for trout meant; and the "heads" we just referred to are all indications of position or place. In the same way, the different uses of the word
idea
overlap. Even the most enduring ideas may appear to some as "mere opinion." What, then, does
idea
mean in the context of serious talk, and what keeps some opinions and mental images from being ideas in our sense?
Three central features distinguish an idea From other kinds of mental products:
1. An idea is always connected to other ideas that lead to it, follow from it, or somehow support it. Like a family member, an idea always exists amid a network of ancestors, parents, brothers, sisters, and cousins. An idea could no more sprin.
The document discusses illogical logic and techniques used to win arguments without sound reasoning. It describes 10 tactics people may use, such as name-calling, criticism, changing the subject, playing the victim, and accusing others of bias. The document also contains a legal disclaimer stating the company providing advice is not responsible for how clients use that advice.
The document provides an overview of critical thinking skills and discusses addressing obstacles to developing those skills. It defines stereotypes as overgeneralizations that can bog down thinking and provides examples. It also discusses adopting multiple perspectives, recognizing biased language, and analyzing arguments by evaluating their structure and the truth of any premises.
The document discusses the importance of critical thinking and developing good thinking skills. It aims to enable students to understand what thinking is, reflect on classes, develop the habit of learning through critical thinking, and understand why regular thinking and critically evaluating situations is important for becoming a leader. It defines thinking and covers concept formation, problem solving, learning, memory, and more. It explains that understanding human life involves understanding thinking, as thinking allows us to make sense of the world. Everything we know, believe, want, fear, and hope for is determined by our thinking.
The document discusses cognitive distortions, which are inaccurate or inflated thoughts that can negatively impact one's emotions and behavior. It provides an overview of cognitive distortions, noting they were first developed by Aaron Beck and made popular by David Burns. The document explains cognitive distortions can reinforce negative thinking and problematic states like depression. It states the general solution is to challenge distorted thoughts and replace them with more accurate perspectives. The document then lists and describes 12 specific cognitive distortions.
The document discusses respectful communication during disagreements. It defines emotional intelligence as understanding, using, and managing emotions. Having high emotional intelligence helps build strong relationships and deal with difficult situations. The presentation provides lessons on respectfully disagreeing without being disagreeable, such as avoiding personal attacks, listening to others' perspectives, and staying calm. Specific tips are outlined, like using "I" statements to express feelings respectfully and focusing on ideas rather than putting people down. The importance of these skills is emphasized for both in-person and online interactions.
This document discusses 14 important ego defenses or forms of self-deception: (1) repression, (2) denial, (3) distortion, (4) reaction formation, (5) projection, (6) splitting, (7) idealization, (8) intellectualization, (9) rationalization, (10) displacement, (11) sublimation, (12) altruism, (13) humor, and (14) asceticism. It explains each defense and provides examples. More mature defenses like sublimation and altruism involve insight and can be adaptive, while immature defenses like displacement redirect feelings in unhealthy ways. Gaining self-knowledge of one's ego defenses can help
The document discusses introversion and extroversion. It notes that introverts and extroverts are born that way, not made, and that their relationship with people differs - extroverts feel energized by social interaction while introverts find it taxing. Both types can behave socially when needed. Cultures vary in whether they value introversion or extroversion more. Overall, the document examines the nature and characteristics of introverts versus extroverts.
The document discusses different types of thinking such as convergent thinking, divergent thinking, and clear thinking. It also discusses fallacies in common thinking such as ad hominem arguments, false analogies, and overgeneralizing. Additionally, it provides tips for developing clear thinking through analytical, creative, and practical thinking.
Why are we doing this again1) Generally speaking,.docxphilipnelson29183
This document discusses reasoning and fallacies. It begins by stating that the purpose of the class is to make students better at reasoning by learning to recognize fallacies. It then provides examples of different types of fallacies, such as hasty generalization, generalization from exceptional cases, slippery slopes, false causes, appeals to authority and popularity, and irrelevant conclusions. It also discusses factors that can influence credibility, such as expertise, bias, prior knowledge, plausibility, interested vs disinterested parties, and media sources. Throughout, it gives examples to illustrate each fallacy and concept.
The document discusses the concept of synergy and the 7 Habits of Highly Effective People. It explains that synergistic relationships are cooperative and respectful, where both parties work together for a "win-win" solution. To achieve synergy, one must seek first to understand others, think in terms of mutual benefits, and value new ideas. The key is moving beyond "either-or" thinking to explore multiple perspectives and possibilities through respectful collaboration.
This document summarizes 13 mindsets that can contribute to procrastination and lack of motivation, as described by Dr. David Burns. These mindsets include hopelessness, helplessness, feeling overwhelmed, jumping to conclusions, self-labeling, undervaluing rewards, perfectionism, and fears of failure, success, disapproval, coercion, frustration, guilt, and self-blame. The document provides brief descriptions of each mindset and how it can negatively impact motivation. It concludes by noting that avoidance causes anxiety while exposure can cure anxiety.
This document outlines 15 common cognitive distortions: all-or-nothing thinking, overgeneralizing, mental filtering, discounting positives, jumping to conclusions, magnifying/minimizing, emotional reasoning, "should" statements, blaming, labeling, personalization, always being right, fallacy of change, control fallacy, and fairness fallacy. It provides examples and explanations of each distortion to help the reader identify thinking patterns that may negatively impact emotions and behaviors. The goal is to recognize distorted thinking in order to intentionally change emotions and behaviors.
Apologetics 1 Lesson 4 The Art of Argumentation, Developing Your ApproachThird Column Ministries
Lesson 4 of a multipart series. The goal is to argue without being argumentative. Why good arguments often fail. How emotion plays a role in a discussion. Active Listening. Psychological Barriers. Antagonists. Certainty and the burden of proof.
This document discusses intuition and faith as ways of knowing. It provides several definitions and examples of intuition, describing it as rapid, unconscious cognition based on past experiences. Intuition is discussed in contexts like sports, social judgments, and mathematics. While intuition can provide useful insights, it is not always correct and should be tested. Faith is defined as belief without proof or evidence. Views are presented that see faith as a type of trust or passionate belief, while others argue it requires personal commitment rather than absolute truth. The document explores relationships between faith, ethics, authority, science and both personal and shared systems of belief.
13 Signs of High Emotional Intelligence.pdfDanielDieck1
Emotional intelligence manifests itself in everyday behaviors and actions. Some signs of high emotional intelligence include regularly reflecting on one's feelings, pausing before speaking or acting, controlling one's thoughts in response to emotions, benefiting from criticism by focusing on self-improvement, showing authenticity, demonstrating empathy, praising others, providing helpful feedback, apologizing, forgiving others, keeping commitments, helping others, and protecting oneself from emotional manipulation.
The document discusses making inferences and drawing conclusions when reading. It explains that inferences go beyond direct statements to implications, and conclusions refer to implied information. It provides examples of inferring meanings from context clues like general sense, examples, antonyms, and contrasts. The document also distinguishes between facts, which can be verified, and opinions, which are subjective judgments, and provides guidance on identifying facts and opinions in texts.
This document summarizes two journal entries about social psychology concepts. The first entry discusses confirmation bias, describing how people tend to seek information that confirms their existing beliefs and ignore contradictory information. It provides examples of how confirmation bias can be seen in older generations clinging to traditional views. The second entry summarizes the concept of social facilitation, explaining how the presence of others can improve or hinder performance depending on an individual's level of preparation. It discusses examples of social facilitation in competitive school environments.
The document summarizes the results of a StrengthsFinder assessment for an individual named John Grubbs. It identifies his top five signature themes: Strategic, Analytical, Intellection, Relator, and Consistency. For each theme, it provides a brief description of how that theme is expressed in the individual's behaviors and way of thinking. The assessment suggests that understanding one's signature themes can help maximize talents and strengths to achieve success through consistent performance.
This document outlines various cognitive and affective strategies for developing critical thinking skills. It discusses 36 specific strategies across 3 categories: A) Affective strategies related to developing independence of thought, insight into biases, and intellectual virtues. B) Cognitive macro-strategies related to analyzing, evaluating, and transferring ideas across contexts. C) Cognitive micro-strategies related to logical reasoning skills like comparing, questioning assumptions, and identifying contradictions. The document provides explanations and examples for several of the strategies.
Nancy Mairs presents a logical argument for choosing to identify as a "cripple" rather than using alternative terms like "disabled." She acknowledges the complexity of her motives while positioning herself as someone willing to face hard truths head-on. Mairs demonstrates her authority on the topic through honest self-reflection and sharing personal experiences. She uses carefully selected emotive language to convey the feelings underlying her experiences in order to persuade the audience.
Simple creativity - what makes people creative?TMI
The document discusses how creativity can be developed in people. It argues that while some individuals may have innate creative personality traits, creativity is also shaped by many environmental factors. It suggests that creativity declines with age if not exercised, as people tend to conform more and consider fewer possibilities. However, creativity can be strengthened through practices like associating with diverse groups, relaxing the mind, and using creative thinking techniques regularly. Developing creativity requires ongoing effort but has no limits other than what we practice.
The document discusses skills for balancing advocacy and inquiry in dialogue. It provides protocols and suggestions for improving advocacy through making assumptions and reasoning explicit, publicly testing ideas without defensiveness, and drawing out others' perspectives through inquiry. Suggestions are given for respectful inquiry to understand others' views and compare assumptions, as well as handling disagreements, impasses, and balancing advocacy with open listening. The overall aim is to have constructive discussions that examine all perspectives.
Chapter 22Expert Intuition When Can We Trust It Professiona.docxcravennichole326
Chapter 22:
Expert Intuition: When Can We Trust It?
Professional controversies bring out the worst in academics. Scientific journals occasionally publish exchanges, often beginning with someone’s critique of another’s research, followed by a reply and a rejoinder. I have always thought that these exchanges are a waste of time. Especially when the original critique is sharply worded, the reply and the rejoinder are often exercises in what I have called sarcasm for beginners and advanced sarcasm. The replies rarely concede anything to a biting critique, and it is almost unheard of for a rejoinder to admit that the original critique was misguided or erroneous in any way. On a few occasions I have responded to criticisms that I thought were grossly misleading, because a failure to respond can be interpreted as conceding error, but I have never found the hostile exchanges instructive. In search of another way to deal with disagreements, I have engaged in a few “adversarial collaborations,” in which scholars who disagree on the science agree to write a jointly authored paper on their differences, and sometimes conduct research together. In especially tense situations, the research is moderated by an arbiter.
My most satisfying and productive adversarial collaboration was with Gary Klein, the intellectual leader of an association of scholars and practitioners who do not like the kind of work I do. They call themselves students of Naturalistic Decision Making, or NDM, and mostly work in organizations where the"0%Љ ty often study how experts work. The N DMers adamantly reject the focus on biases in the heuristics and biases approach. They criticize this model as overly concerned with failures and driven by artificial experiments rather than by the study of real people doing things that matter. They are deeply skeptical about the value of using rigid algorithms to replace human judgment, and Paul Meehl is not among their heroes. Gary Klein has eloquently articulated this position over many years.
This is hardly the basis for a beautiful friendship, but there is more to the story. I had never believed that intuition is always misguided. I had also been a fan of Klein’s studies of expertise in firefighters since I first saw a draft of a paper he wrote in the 1970s, and was impressed by his book Sources of Power, much of which analyzes how experienced professionals develop intuitive skills. I invited him to join in an effort to map the boundary that separates the marvels of intuition from its flaws. He was intrigued by the idea and we went ahead with the project—with no certainty that it would succeed. We set out to answer a specific question: When can you trust an experienced professional who claims to have an intuition? It was obvious
that Klein would be more disposed to be trusting, and I would be more skeptical. But could we agree on principles for answering the general question?
Over seven or eight years we had many discussions, resolved many di ...
This summary provides the key points about negotiating tactics from a document about the book Never Split the Difference by Chris Voss. The document discusses 9 principles for successful negotiations from Voss's experience as an FBI hostage negotiator. It summarizes that listening and understanding the other perspective are essential to gain trust and information. Specific tactics discussed include mirroring language and emotions, getting the other party to say "no" or "that's right", using deadlines strategically, and anchoring perceptions to shape negotiations in your favor. The overall message is that empathy, control of the conversation, and bending the other party's reality are crucial components of effective negotiations.
According to the NASW Code of Ethics section 6.04 (NASW, 2008), .docxaryan532920
According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals, guarantee equal access to services, and promote social and economic justice.
For this Discussion
, review this week’s resources, including
Working with Survivors of Sexual Abuse and Trauma: The Case of Rita
and “The Johnson Family”. Consider what change you might make to the policies that affect the client in the case you chose. Finally, think about how you might evaluate the success of the policy changes.
By Day 3
Post
an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post. Finally, explain how you might evaluate the success of the policy changes.
Working With Survivors of Sexual Abuse and Trauma: The Case of Rita
Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.
A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.
My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to discl.
According to the text, crime has been part of the human condition si.docxaryan532920
The document provides instructions for a 4-6 page paper on criminal law. It asks the student to:
1) Determine if the Ex Post Facto Clause can prohibit increased federal minimum sentencing guidelines and provide a rationale.
2) Explain the distinction between criminal, tort, and moral wrongs, and support or criticize the premise that moral laws have higher standards than criminal law.
3) Identify and discuss the differences between solicitation and conspiracy to commit a crime, and support or criticize the unilateral approach to conspiracy convictions.
4) Identify the four goals of criminal law and discuss how they effectuate protecting the public and preventing innocent convictions.
More Related Content
Similar to 13 The Believing Game and How to Make Conflicting Opini.docx
This document discusses 14 important ego defenses or forms of self-deception: (1) repression, (2) denial, (3) distortion, (4) reaction formation, (5) projection, (6) splitting, (7) idealization, (8) intellectualization, (9) rationalization, (10) displacement, (11) sublimation, (12) altruism, (13) humor, and (14) asceticism. It explains each defense and provides examples. More mature defenses like sublimation and altruism involve insight and can be adaptive, while immature defenses like displacement redirect feelings in unhealthy ways. Gaining self-knowledge of one's ego defenses can help
The document discusses introversion and extroversion. It notes that introverts and extroverts are born that way, not made, and that their relationship with people differs - extroverts feel energized by social interaction while introverts find it taxing. Both types can behave socially when needed. Cultures vary in whether they value introversion or extroversion more. Overall, the document examines the nature and characteristics of introverts versus extroverts.
The document discusses different types of thinking such as convergent thinking, divergent thinking, and clear thinking. It also discusses fallacies in common thinking such as ad hominem arguments, false analogies, and overgeneralizing. Additionally, it provides tips for developing clear thinking through analytical, creative, and practical thinking.
Why are we doing this again1) Generally speaking,.docxphilipnelson29183
This document discusses reasoning and fallacies. It begins by stating that the purpose of the class is to make students better at reasoning by learning to recognize fallacies. It then provides examples of different types of fallacies, such as hasty generalization, generalization from exceptional cases, slippery slopes, false causes, appeals to authority and popularity, and irrelevant conclusions. It also discusses factors that can influence credibility, such as expertise, bias, prior knowledge, plausibility, interested vs disinterested parties, and media sources. Throughout, it gives examples to illustrate each fallacy and concept.
The document discusses the concept of synergy and the 7 Habits of Highly Effective People. It explains that synergistic relationships are cooperative and respectful, where both parties work together for a "win-win" solution. To achieve synergy, one must seek first to understand others, think in terms of mutual benefits, and value new ideas. The key is moving beyond "either-or" thinking to explore multiple perspectives and possibilities through respectful collaboration.
This document summarizes 13 mindsets that can contribute to procrastination and lack of motivation, as described by Dr. David Burns. These mindsets include hopelessness, helplessness, feeling overwhelmed, jumping to conclusions, self-labeling, undervaluing rewards, perfectionism, and fears of failure, success, disapproval, coercion, frustration, guilt, and self-blame. The document provides brief descriptions of each mindset and how it can negatively impact motivation. It concludes by noting that avoidance causes anxiety while exposure can cure anxiety.
This document outlines 15 common cognitive distortions: all-or-nothing thinking, overgeneralizing, mental filtering, discounting positives, jumping to conclusions, magnifying/minimizing, emotional reasoning, "should" statements, blaming, labeling, personalization, always being right, fallacy of change, control fallacy, and fairness fallacy. It provides examples and explanations of each distortion to help the reader identify thinking patterns that may negatively impact emotions and behaviors. The goal is to recognize distorted thinking in order to intentionally change emotions and behaviors.
Apologetics 1 Lesson 4 The Art of Argumentation, Developing Your ApproachThird Column Ministries
Lesson 4 of a multipart series. The goal is to argue without being argumentative. Why good arguments often fail. How emotion plays a role in a discussion. Active Listening. Psychological Barriers. Antagonists. Certainty and the burden of proof.
This document discusses intuition and faith as ways of knowing. It provides several definitions and examples of intuition, describing it as rapid, unconscious cognition based on past experiences. Intuition is discussed in contexts like sports, social judgments, and mathematics. While intuition can provide useful insights, it is not always correct and should be tested. Faith is defined as belief without proof or evidence. Views are presented that see faith as a type of trust or passionate belief, while others argue it requires personal commitment rather than absolute truth. The document explores relationships between faith, ethics, authority, science and both personal and shared systems of belief.
13 Signs of High Emotional Intelligence.pdfDanielDieck1
Emotional intelligence manifests itself in everyday behaviors and actions. Some signs of high emotional intelligence include regularly reflecting on one's feelings, pausing before speaking or acting, controlling one's thoughts in response to emotions, benefiting from criticism by focusing on self-improvement, showing authenticity, demonstrating empathy, praising others, providing helpful feedback, apologizing, forgiving others, keeping commitments, helping others, and protecting oneself from emotional manipulation.
The document discusses making inferences and drawing conclusions when reading. It explains that inferences go beyond direct statements to implications, and conclusions refer to implied information. It provides examples of inferring meanings from context clues like general sense, examples, antonyms, and contrasts. The document also distinguishes between facts, which can be verified, and opinions, which are subjective judgments, and provides guidance on identifying facts and opinions in texts.
This document summarizes two journal entries about social psychology concepts. The first entry discusses confirmation bias, describing how people tend to seek information that confirms their existing beliefs and ignore contradictory information. It provides examples of how confirmation bias can be seen in older generations clinging to traditional views. The second entry summarizes the concept of social facilitation, explaining how the presence of others can improve or hinder performance depending on an individual's level of preparation. It discusses examples of social facilitation in competitive school environments.
The document summarizes the results of a StrengthsFinder assessment for an individual named John Grubbs. It identifies his top five signature themes: Strategic, Analytical, Intellection, Relator, and Consistency. For each theme, it provides a brief description of how that theme is expressed in the individual's behaviors and way of thinking. The assessment suggests that understanding one's signature themes can help maximize talents and strengths to achieve success through consistent performance.
This document outlines various cognitive and affective strategies for developing critical thinking skills. It discusses 36 specific strategies across 3 categories: A) Affective strategies related to developing independence of thought, insight into biases, and intellectual virtues. B) Cognitive macro-strategies related to analyzing, evaluating, and transferring ideas across contexts. C) Cognitive micro-strategies related to logical reasoning skills like comparing, questioning assumptions, and identifying contradictions. The document provides explanations and examples for several of the strategies.
Nancy Mairs presents a logical argument for choosing to identify as a "cripple" rather than using alternative terms like "disabled." She acknowledges the complexity of her motives while positioning herself as someone willing to face hard truths head-on. Mairs demonstrates her authority on the topic through honest self-reflection and sharing personal experiences. She uses carefully selected emotive language to convey the feelings underlying her experiences in order to persuade the audience.
Simple creativity - what makes people creative?TMI
The document discusses how creativity can be developed in people. It argues that while some individuals may have innate creative personality traits, creativity is also shaped by many environmental factors. It suggests that creativity declines with age if not exercised, as people tend to conform more and consider fewer possibilities. However, creativity can be strengthened through practices like associating with diverse groups, relaxing the mind, and using creative thinking techniques regularly. Developing creativity requires ongoing effort but has no limits other than what we practice.
The document discusses skills for balancing advocacy and inquiry in dialogue. It provides protocols and suggestions for improving advocacy through making assumptions and reasoning explicit, publicly testing ideas without defensiveness, and drawing out others' perspectives through inquiry. Suggestions are given for respectful inquiry to understand others' views and compare assumptions, as well as handling disagreements, impasses, and balancing advocacy with open listening. The overall aim is to have constructive discussions that examine all perspectives.
Chapter 22Expert Intuition When Can We Trust It Professiona.docxcravennichole326
Chapter 22:
Expert Intuition: When Can We Trust It?
Professional controversies bring out the worst in academics. Scientific journals occasionally publish exchanges, often beginning with someone’s critique of another’s research, followed by a reply and a rejoinder. I have always thought that these exchanges are a waste of time. Especially when the original critique is sharply worded, the reply and the rejoinder are often exercises in what I have called sarcasm for beginners and advanced sarcasm. The replies rarely concede anything to a biting critique, and it is almost unheard of for a rejoinder to admit that the original critique was misguided or erroneous in any way. On a few occasions I have responded to criticisms that I thought were grossly misleading, because a failure to respond can be interpreted as conceding error, but I have never found the hostile exchanges instructive. In search of another way to deal with disagreements, I have engaged in a few “adversarial collaborations,” in which scholars who disagree on the science agree to write a jointly authored paper on their differences, and sometimes conduct research together. In especially tense situations, the research is moderated by an arbiter.
My most satisfying and productive adversarial collaboration was with Gary Klein, the intellectual leader of an association of scholars and practitioners who do not like the kind of work I do. They call themselves students of Naturalistic Decision Making, or NDM, and mostly work in organizations where the"0%Љ ty often study how experts work. The N DMers adamantly reject the focus on biases in the heuristics and biases approach. They criticize this model as overly concerned with failures and driven by artificial experiments rather than by the study of real people doing things that matter. They are deeply skeptical about the value of using rigid algorithms to replace human judgment, and Paul Meehl is not among their heroes. Gary Klein has eloquently articulated this position over many years.
This is hardly the basis for a beautiful friendship, but there is more to the story. I had never believed that intuition is always misguided. I had also been a fan of Klein’s studies of expertise in firefighters since I first saw a draft of a paper he wrote in the 1970s, and was impressed by his book Sources of Power, much of which analyzes how experienced professionals develop intuitive skills. I invited him to join in an effort to map the boundary that separates the marvels of intuition from its flaws. He was intrigued by the idea and we went ahead with the project—with no certainty that it would succeed. We set out to answer a specific question: When can you trust an experienced professional who claims to have an intuition? It was obvious
that Klein would be more disposed to be trusting, and I would be more skeptical. But could we agree on principles for answering the general question?
Over seven or eight years we had many discussions, resolved many di ...
This summary provides the key points about negotiating tactics from a document about the book Never Split the Difference by Chris Voss. The document discusses 9 principles for successful negotiations from Voss's experience as an FBI hostage negotiator. It summarizes that listening and understanding the other perspective are essential to gain trust and information. Specific tactics discussed include mirroring language and emotions, getting the other party to say "no" or "that's right", using deadlines strategically, and anchoring perceptions to shape negotiations in your favor. The overall message is that empathy, control of the conversation, and bending the other party's reality are crucial components of effective negotiations.
Similar to 13 The Believing Game and How to Make Conflicting Opini.docx (20)
According to the NASW Code of Ethics section 6.04 (NASW, 2008), .docxaryan532920
According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals, guarantee equal access to services, and promote social and economic justice.
For this Discussion
, review this week’s resources, including
Working with Survivors of Sexual Abuse and Trauma: The Case of Rita
and “The Johnson Family”. Consider what change you might make to the policies that affect the client in the case you chose. Finally, think about how you might evaluate the success of the policy changes.
By Day 3
Post
an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post. Finally, explain how you might evaluate the success of the policy changes.
Working With Survivors of Sexual Abuse and Trauma: The Case of Rita
Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.
A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.
My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to discl.
According to the text, crime has been part of the human condition si.docxaryan532920
The document provides instructions for a 4-6 page paper on criminal law. It asks the student to:
1) Determine if the Ex Post Facto Clause can prohibit increased federal minimum sentencing guidelines and provide a rationale.
2) Explain the distinction between criminal, tort, and moral wrongs, and support or criticize the premise that moral laws have higher standards than criminal law.
3) Identify and discuss the differences between solicitation and conspiracy to commit a crime, and support or criticize the unilateral approach to conspiracy convictions.
4) Identify the four goals of criminal law and discuss how they effectuate protecting the public and preventing innocent convictions.
According to Ronald Story and Bruce Laurie, The dozen years between.docxaryan532920
Conservatives came to dominate American politics between 1968 and 1980 by capitalizing on social unrest and challenging the New Deal coalition. They embraced ideas and policies that emphasized free markets, deregulation, and tax cuts. These policies shaped American society into the 21st century by promoting economic growth while also increasing inequality.
According to Kirk (2016), most of your time will be spent work with .docxaryan532920
According to Kirk (2016), most of your time will be spent work with your data. The four following group actions were mentioned by Kirk (2016):
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions performed in that action group.
Reference: Kirk, A. (2016). Data Visualisation: A Handbook for Data Driven Design (p. 50). SAGE Publications.
.
According to the Council on Social Work Education, Competency 5 Eng.docxaryan532920
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Walden’s MSW program expects students in their specialization year to be able to:
Evaluate the implication of policies and policy change in the lives of clients/constituents.
Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
: Working with your field instructor, identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address how both you and the agency can effectively engage policy makers to make them aware of the social problem and the impact that the policies have on the agency and clients.
The Assignment (2-3 pages): Social Problems is Ex-cons finding Jobs Opportunities in State of California. The Agency is Called "Manifest" the website is Manifest.org
Identify the social problem
Explain rational for selecting social problem
Describe state and federal policies that impact the social problem
Identify specific methods to address the social problems
Explain how the agency and student can advocate to change the social problem
You are expected to present and discuss this assignment with your agency Field Instructor. Your field instructor will be evaluating your ability to demonstrate this competency in their field evaluation. In addition, you will submit this assignment for classroom credit. The Field Liaison will grade the assignment “PASS/FAIL,” see rubric for passing criteria.
.
According to Kirk (2016), most of our time will be spent working.docxaryan532920
According to Kirk (2016), most of our time will be spent working with our data. The four following group actions were mentioned by Kirk (2016):
Book: Kirk, A. (2016). Data visualisation a handbook for data driven design. Los Angeles, CA: Sage.
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions preformed in that action group.
.
According to Kirk (2016), most of your time will be spent working wi.docxaryan532920
According to Kirk (2016), most of your time will be spent working with your data. The four following group actions were mentioned by Kirk (2016):
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions preformed in that action group.
.
According to Davenport (2014) the organizational value of healthcare.docxaryan532920
According to Davenport (2014) the organizational value of healthcare analytics, both determination and importance, provide a potential increase in annual revenue and ROI based on the value and use of analytics. To complete this assignment, research and evaluate the challenges faced in the implementation of healthcare analytics in the Health Care Organization (HCO) or health care industry using the following tools:
The paper must also address the following:
Application of PICO (problem, intervention, comparison group, and outcomes) to the challenge identified in your research.
The paper:
Must be two to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center. (Links to an external site.)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least three scholarly sources in addition to the course text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
.
According to the authors, privacy and security go hand in hand; .docxaryan532920
According to the authors, privacy and security go hand in hand; and hence, privacy cannot be protected without implementing proper security controls and technologies. Today, organizations must make not only reasonable efforts to offer protection of privacy of data, but also must go much further as privacy breaches are damaging to its customers, reputation, and potentially could put the company out of business. As we continue learning from our various professional areas of practice, its no doubt that breaches have become an increasing concern to many businesses and their future operations. Taking Cyberattacks proliferation of 2011 into context, security experts at Intel/McAfee discovered huge series of cyberattacks on the networks of 72 organizations globally, including the United Nations, governments and corporations.
Q: From this research revelation in our chapter 11, briefly state and name the countries and organizations identified as the targeted victims?
.
According to Gilbert and Troitzsch (2005), Foundations of Simula.docxaryan532920
According to Gilbert and Troitzsch (2005), Foundations of Simulation Modeling, a simulation model is a computer program that captures the behavior of a real-world system and its input and possible output processes.
Briefly explain what the simulation modeling relies upon?
-500 words at least.
-No Plagiarism.
-APA Format.
.
According to Klein (2016), using ethical absolutism and ethical .docxaryan532920
According to Klein (2016), using ethical absolutism and ethical relativism in ethical decision making can lead to different outcomes. How can moral reasoning about a specific situation differ based on relativism or absolutism? Can you provide an illustration or example of an accounting procedure/situation whose outcome may differ based on absolutism or relativism? Is ethical relativism a more suitable standard within a global IFRS Environment? Why or why not?
at least 250 words
.
According to Franks and Smallwood (2013), information has become.docxaryan532920
Social media differs from email in its functionality due to social media's immaturity compared to the stability of email. Specifically, social media allows for a greater volume of information to be shared and exchanged through newer tools like blogs, microblogs, and wikis which have increased the lifeblood of information for many businesses. Additionally, research has documented key differences in how social media is used compared to the more established email.
According to the Council on Social Work Education, Competency 5.docxaryan532920
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day to day operations of the field placement agency.
The Assignment (1-2 pages): (In The States California. The Good Seed is a Drop-In center for 18-25 years!
Describe the policies and their impact on the field agency.
Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves.
.
According to the authors, privacy and security go hand in hand; and .docxaryan532920
According to the authors, privacy and security go hand in hand; and hence, privacy cannot be protected without implementing proper security controls and technologies. Today, organizations must make not only reasonable efforts to offer protection of privacy of data, but also must go much further as privacy breaches are damaging to its customers, reputation, and potentially could put the company out of business. As we continue learning from our various professional areas of practice, its no doubt that breaches have become an increasing concern to many businesses and their future operations. Taking Cyberattacks proliferation of 2011 into context, security experts at Intel/McAfee discovered huge series of cyberattacks on the networks of 72 organizations globally, including the United Nations, governments and corporations.
From this research revelation in our chapter 11, briefly state and name the countries and organizations identified as the targeted victims?
Use the APA format to include your references. Each paragraph should have different references and each para should have at least 4 sentences.
.
According to recent surveys, China, India, and the Philippines are t.docxaryan532920
According to recent surveys, China, India, and the Philippines are the three most popular countries for IT outsourcing. Write a short paper (4 paragraphs) explaining what the appeal would be for US companies to outsource IT functions to these countries. You may discuss cost, labor pool, language, or possibly government support as your reasons. There are many other reasons you may choose to highlight in your paper. Be sure to use your own words.
Must be in APA format with references and citations.
.
According to the authors, countries that lag behind the rest of the .docxaryan532920
According to the authors, countries that lag behind the rest of the world’s ICT capabilities encounter difficulties at various levels. Discuss specific areas, both within and outside, eGovernance, in which citizens living in a country that lags behind the rest of the world in ICT capacity are lacking. Include in your discussion quality of life, sustainability, safety, affluence, and any other areas that you find of interest. Use at least 8-10 sentences to discuss this topic.
.
According to Peskin et al. (2013) in our course reader, Studies on .docxaryan532920
According to Peskin et al. (2013) in our course reader, "Studies on early health risk factors, including prenatal nicotine/alcohol exposure, birth complications, and minor physical anomalies have found that these risk factors significantly increase the likelihood of anti-social and criminal behavior throughout life." What policy changes might you suggest to help curtail the occurrence or effects of these risk factors? Remember to think about public health policy, not just criminal policy.
.
According to Franks and Smallwood (2013), information has become the.docxaryan532920
According to Franks and Smallwood (2013), information has become the lifeblood of every business organization, and that an increasing volume of information today has increased and exchanged through the use of social networks and Web2.0 tools like blogs, microblogs, and wikis. When looking at social media in the enterprise, there is a notable difference in functionality between e-mail and social media, and has been documented by research – “…that social media differ greatly from e-mail use due to its maturity and stability.” (Franks & Smallwood, 2013).
Q: Please identify and clearly state what the difference is?
Use the APA format to include your references. Each paragraph should have different references and each para should have at least 4 sentences.
.
According to Ang (2011), how is Social Media management differen.docxaryan532920
According to Ang (2011), how is Social Media management different than traditional Customer Relationship Management (CRM)? Define the four pillars of social media (connectivity, conversations, content creation and collaboration) and analyze how each pillar can be used to aid Social Media management. Identify the benefits Social Media management. Provide examples to illustrate each point.
The paper must be 1-2 pages in length (excluding title and reference page) and in APA (6th edition) format. The paper must include the Ang (2011) article in correct APA format.
.
According to (Alsaidi & Kausar (2018), It is expected that by 2020,.docxaryan532920
According to (Alsaidi & Kausar (2018), "It is expected that by 2020, around 25 billion objects will become the part of global IoT network, which will pose new challenges in securing IoT systems. It will become an easy target for hackers as these systems are often deployed in an uncontrolled and hostile environment. The main security challenges in IoT environment are authorization, privacy, authentication, admission control, system conformation, storage, and administration" (p. 213).
Discuss and describe the difference between a black hole attack and a wormhole attack.
.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
13 The Believing Game and How to Make Conflicting Opini.docx
1. 13
The Believing Game and How to Make Conflicting Opinions
More Fruitful
Peter Elbow
[A chapter in Nurturing the Peacemakers in Our Students: A
Guide to Teaching Peace,
Empathy, and
Understanding. Chris Weber, editor. Heinemann, 2006. The
present version contains a
few short
passages that had to be cut for space reasons in the published
version.]
Don Quixote says he admires Sancho Panza because he
doubts everything and he believes everything.
In the chapter before this, Chris Weber suggests ways to help
students speak their minds, listen well, and engage in
nonadversarial
dialogue rather than debate. His suggestions focus on outward
behavior.
2. In this essay, I will move inward to the mysterious dimension of
thinking
and feeling. I’ll start by asking you to imagine that you are
looking at an
inkblot (for examples, ask Google Images for “inkblots”).
Imagine that you see something in it that interests and pleases
you--
-but your colleagues or classmates don’t see what you see. In
fact they
think you are crazy or disturbed for seeing it. What would you
do if you
wanted to convince them that your interpretation makes sense?
If it were a matter of geometry, you could prove you are right
(or
wrong!). But with inkblots, you don’t have logic’s leverage.
Your only
hope is to get them to enter into your way of seeing---to have
the
experience you are having. You need to get them to say the
magic
words: “Oh now I see what you see.”
This means getting them to exercise the ability to see something
3. differently (i.e., seeing the same thing in multiple ways), and
also the
willingness to risk doing so (not knowing where it will lead).
In short, you
need them to be flexible both cognitively and emotionally. You
can’t
make people enter into a new way of seeing, even if they are
capable
of it. Perhaps your colleagues or classmates are bothered by
what you
see in the inkblot. Perhaps they think it’s aberrant or psychotic.
If you
want them to take the risk, your only option is to set a good
example and
show that you are willing to see it the way they see it.
From Inkblots to Arguments
14
Interpreting inkblots is highly subjective, but the process serves
to
highlight how arguments also have a subjective dimension. Few
4. arguments are settled by logic. Should we invade countries that
might
attack us? Should we torture prisoners who might know what we
need to
know? Should we drop a nuclear bomb on a country that did
attack us?
And by the way, what grade is fair for this paper or this
student? Should
we use grades at all?
I’m not denying the force of logic. Logic can uncover a genuine
error in someone’s argument. But logic cannot uncover an error
in
someone’s position. If we could have proven that Iraq had no
weapons
of mass destruction, that wouldn’t have proven that it was
wrong to
invade Iraq. “We should invade Iraq” is a claim that is
impossible to prove
or disprove. We can use logic to strengthen arguments for or
against the
claim, but we cannot prove or disprove it. Over and over we see
illogical
arguments for good ideas and logical arguments for bad ideas.
We can
5. never prove that an opinion or position is wrong---or right. No
wonder
people so seldom change their minds when someone finds bad
reasoning in their argument. (By the same token—or at least a
very
similar token—it is impossible to prove or disprove the
interpretation of a
text. For more on this, see my longer essays on the believing
game.)
This explains a lot about how most people deal with differences
of
opinion:
• Some people love to argue and disagree, and they do it for fun
in a
friendly way. They enjoy the disagreement and the give-and-
take and
they let criticisms and even attacks roll right off their backs.
It’s good
intellectual sport for them.
• Some people look like they enjoy the sport of argument. They
stay
friendly and rational---they’re “cool”---because they’ve been
trained
well. “Don’t let your feelings cloud your thinking.” But inside
6. they feel
hurt when others attack ideas they care about. They hunker
down into
their ideas behind hidden walls.
• Some people actually get mad, raise their voices, dig in, stop
listening,
and even call each other names. Perhaps they realize that
language
and logic have no power to make their listeners change their
minds---
so they give in to shouting or anger.
• And some people---seeing that nothing can be proven with
words---
just give up on argument. They retreat. “Let’s just not argue.
You see it
15
your way, I’ll see it my way. That’s the end of it. There’s no
use
talking.” They sidestep arguments and take a relativist position:
any
opinion is as good as any other opinion. (It’s worth pondering
why so
7. many students fall into this attitude.)
But sometimes people actually listen to each other, come to
really see
the merit in opinions they started off fighting. Through listening
to
someone else’s views, they do something amazing: they actually
change their thinking. Sometimes strong differences of opinion
are
resolved---even heated arguments.
When this happens people demonstrate the two inkblot skills I
just
described: the ability and the willingness to see something
differently---or
in this case to think or understand something differently. (We
often say “I
see” when we “understand” something differently). These are
precious
skills, cognitive and psychological. We won’t have much luck
encouraging them in other people unless we develop them in
ourselves.
With inkblots, the risk seems small. If we manage to see a blot
the
way a classmate or colleague sees it, we don’t have to say,
8. “Stupid me. I
was wrong.” It’s “live and let live” when we’re dealing with
inkblots. With
arguments, however, it feels like win or lose. We often want
people not
just to understand our position; we often want them to give up
their
(“wrong, stupid”) position.
I used inkblots earlier to look for the subjective dimension in
most
arguments (given that logic cannot prove or destroy a position).
Now
inkblots can teach us something else. They can teach us that
there’s
actually a “live-and-let-live” dimension in many arguments---
probably
most. But we often feel arguments as win/lose situations
because we so
naturally focus on how our side of an argument differs from the
other
person’s side. We assume that one person has to say, “Stupid
me. I was
wrong.”
9. The believing game will help us understand ideas we disagree
with,
and thereby help us see that one one needs to lose or give up
their
central idea. The believing game can help us see that both sides
in an
argument are often right; or that both are right in a sense; or
that both
positions are implicitly pointing to some larger, wiser position
that both
arguers can agree on.
16
What is the Believing Game?
In a sense I’ve already explained it with my analogy between
inkblots and arguments. I can summarize it quickly now by
contrasting it
with the doubting game.
The doubting game represents the kind of thinking most widely
honored and taught. It’s the disciplined practice of trying to be
10. as
skeptical and analytic as possible with every idea we encounter.
By
doubting well, we can discover hidden contradictions, bad
reasoning, or
other weaknesses in ideas that look true or attractive. We
scrutinize with
the tool of doubt. This is the tradition that Walter Lippman
invokes:
The opposition is indispensable. A good statesman, like any
other
sensible human being, always learns more from his opponents
than
from his fervent supporters. For his supporters will push him to
disaster
unless his opponents show him where the dangers are. So if he
is
wise he will often pray to be delivered from his friends, because
they will ruin him. But, though it hurts, he ought . . . to pray
never to
be left without opponents; for they keep him on the path of
reason
and good sense.
11. The widespread veneration of “critical thinking” illustrates how
our
intellectual culture venerates skepticism and doubting.
(“Critical
thinking” is a fuzzy, fad term , but its various meanings usually
appeal to
skepticism and analysis for the sake of uncovering bad thinking.
When
people call a movement “critical linguistics” or “critical legal
studies,”
they are saying that the old linguistics or legal studies are
flawed by
being insufficiently skeptical or critical---too hospitable to
something
that’s wrong.)
The believing game is the mirror image of the doubting game or
critical thinking. It’s the disciplined practice of trying to be as
welcoming
as possible to every idea we encounter: not just listening to
views
different from our own and holding back from arguing with
them, but
actually trying to believe them. We can use the tool of believing
to
12. scrutinize not for flaws but to find hidden virtues in ideas that
are
unfashionable or repellent. Often we cannot see what’s good in
someone else’s idea (or in our own!) till we work at believing
it. When an
idea goes against current assumptions and beliefs---or seems
alien,
weird, dangerous---or if it’s poorly formulated---we often
cannot see any
merit in it.
17
“Believing” is a Scary Word
Many people get nervous when I celebrate believing. They point
to
an asymmetry between our sense of what “doubting” and
“believing”
mean. Believing seems to entail commitment, where doubting
does not.
It commonly feels as though we can doubt something without
13. committing ourselves to rejecting it---but that we cannot believe
something without committing ourselves to accepting it and
even living
by it. Thus it feels as though we can doubt and remain
unscathed, but
believing will scathe us. Indeed believing can feel hopelessly
bound up
with religion. (“Do you BELIEVE? Yes, Lord, I BELIEVE!”)
This contrast in meanings is a fairly valid picture of natural
,individual
acts of doubting and believing. (Though I wonder if doubting
leaves us
fully unchanged.) But it’s not a picture of doubting and
believing as
methodological disciplines or unnatural games. Let me explain
the
distinction.
Natural individual acts of doubting happen when someone tells
us
something that seems dubious or hard to believe. (“You say the
earth is
spinning? I doubt it. I feel it steady under my feet.”) But our
culture has
14. learned to go way beyond natural individual acts of doubting.
We
humans had to struggle for a long time to learn how to doubt
unnaturally
as a methodological discipline. We now know that for good
thinking, we
must doubt everything, not just what’s dubious; indeed the
whole point
of critical thinking is to try to doubt what we find most obvious
or true or
right (as Lippman advises).
In order to develop systematic doubting, we had to overcome
believing: the natural pull to believe what's easy to believe,
what we
want to believe, or what powerful people tell us to believe. (It’s
easy to
believe that the earth is stationary.) As a culture, we learned
systematic
doubting through the growth of philosophical thinking (Greek
thinkers
developing logic, Renaissance thinkers developing science, and
Enlightenment thinkers pulling away from established religion).
And we
15. each had to learn to be skeptical as individuals, too---for
example
learning not to believe that if we are very very good, Santa
Claus/God
will bring us everything we want. As children, we begin to
notice that
naïve belief leads us astray. As adults we begin to notice the
dreadful
18
things that belief leads humans to do---like torturing alleged
witches/prisoners till they "confess."
Now that we’ve finally learned systematic doubting with its
tools of
logic and strict reasoning and its attitude of systematic
skepticism---
critical thinking---we are likely to end up afraid of believing
itself. We had
to learn to distrust natural believing (“My parents/country/God
will take
care of me whenever I am in need.”). So believing can seem a
scary
16. word because our culture has not yet learned to go beyond
natural acts
of naïve believing to develop unnatural believing as a
methodological
discipline. In short, the believing game is not much honored or
even
known (though it’s not new).
The methodology of the doubting game gives us a model for the
methodology of the believing game. When the doubting game
asks us
to doubt an idea, it doesn't ask us to throw it away forever. We
couldn’t
do that because the game teaches us to doubt all ideas, and we’ll
learn
to find weaknesses even in good ideas. We can’t throw all ideas
away.
The scrutiny of doubt is methodological, provisional,
conditional. So when
a good doubter finally decides what to believe or do, this
involves an
additional act of judgment and commitment. The doubting
game gives
good evidence, but it doesn’t do our judging and committing for
us.
17. Similarly, when the believing game asks us to believe all ideas--
-
especially those that seem most wrong---it cannot ask us to
marry them
or commit ourselves to them. Our believing is also
methodological,
conditional, provisional---unnatural. (It’s hard to try to believe
conflicting
ideas all at once, but we can try to enter into them one after
another.)
And so too, if we commit ourselves to accepting an idea because
the
believing game helped us see virtues in it, this involves an
additional act
of judgment and commitment. The believing game gives us good
evidence, but it doesn’t do our deciding for us.
In short, we must indeed continue to resist the pull to believe
what's
easy to believe. But believing what’s easy to believe is far
different from
using the disciplined effort to believe as an intellectual
methodological
tool in order to find hidden strengths in ideas that people want
18. to ignore.
A Surprising Blind Spot for the Doubting Game
19
The doubting and believing games have symmetrical
weaknesses:
the doubting game is poor at helping us find hidden virtues; the
believing
game is poor at helping us find hidden flaws. But many people
don’t
realize that the doubting game is also poor at reaching one of its
main
goals: helping us find hidden flaws in our own thinking.
The flaws in our own thinking usually come from our
assumptions---our
ways of thinking that we accept without noticing. But it’s hard
to doubt
what we can’t see because we unconsciously take it for granted.
The
believing game comes to the rescue here. Our best hope for
finding
19. invisible flaws in what we can’t see in our own thinking is to
enter into
different ideas or points of view---ideas that carry different
assumptions.
Only after we’ve managed to inhabit a different way of thinking
will our
currently invisible assumptions become visible to us.
This blind spot in the doubting game shows up frequently in
classrooms and other meetings. When smart people are trained
only in
critical thinking, they get better and better at doubting and
criticizing
other people’s ideas. They use this skill particularly well when
they feel a
threat to their own ideas or their unexamined assumptions. Yet
they feel
justified in fending-off what they disagree with because they
feel that this
doubting activity is “critical thinking.” They take refuge in the
feeling that
they would be “unintellectual” if they said to an opponent what
in fact
they ought to say: “Wow, your idea sounds really wrong to me.
It must
20. be alien to how I think. Let me try to enter into it and see if
there’s
something important that I’m missing. Let me see if I can get a
better
perspective on my own thinking.” In short, if we want to be
good at
finding flaws in our own thinking (a goal that doubters
constantly
trumpet), we need the believing game.
The Believing Game is Not Actually New
If we look closely at the behavior of genuinely smart and
productive
people, we will see that many of them have exactly this skill of
entering
into views that conflict with their own. John Stuart Mill is a
philosopher
associated with the doubting game, but he also advises good
thinkers to
engage in the central act of the believing game:
[People who] have never thrown themselves into the mental
position of those who think differently from them . . . do not, in
any
21. 20
proper sense of the word, know the doctrine which they
themselves
profess. (129)
Yet this skill of sophisticated unnatural belief is not much
understood or
celebrated in our culture---and almost never taught.
Imagine, for example, a seminar or a meeting where lots of
ideas
come up. One person is quick to point out flaws in each idea as
it is
presented. A second person mostly listens and gets intrigued
with each
idea--and tends to make comments like these: “Oh I see” and
“That’s
interesting” and “Tell me more about such and such” and “As I
go with
your thinking, I begin to see some things I never noticed
before.” This
second person may be appreciated as a good listener, but the
first
22. person will tend to be considered smarter and a better thinker
because
of that quick skill at finding flaws.
I used to feel that I was unintelligent because when one person
gave an argument I would feel, “Oh that’s a good idea,” but
then when
the other person argued the other way, I found myself feeling,
“Oh that
sounds good, too.” I wondered what was the matter with my
loose,
sloppy mind to let me agree with people and ideas that are
completely
at odds with each other. The “smart people” tended to argue
cleverly
and find flaws that I didn’t notice. But now I’m finally insisting
that my
instinctive ability to play the believing game is not just
“niceness” or
sloppy thinking; it’s a crucial intellectual strength rather than a
weakness-
--a discipline that needs to be taught and developed.
Let me emphasize that I’m not arguing against the doubting
game.
23. We need the ability to be skeptical and find flaws. Indeed, the
doubting
game probably deserves the last word in any valid process of
trying to
work out trustworthy thinking. For even though the scrutiny of
belief may
lead us to choose a good idea that most people at first wanted to
throw
away, nevertheless, we mustn’t commit ourselves to that idea
before
applying the scrutiny of doubt to check for hidden problems.
My only argument is against the monopoly of the doubting game
as
the only kind of good thinking. We need both disciplines. Some
of our
most needed insights come from opinions that are easy to
criticize or
dismiss. But those insights are only available if people work at
entering
into such opinions in search of unnoticed virtues.
24. 21
Concrete Ways to Learn to Play the Believing Game
As teachers and students we are in a good position to learn the
ability to see things differently from how we usually see them,
and the
willingness to risk doing it. If we want to learn those skills, it
helps to notice
the inner stances ---the cognitive and psychological
dispositions---we
need for doubting and believing:
• If we want to doubt or find flaws in ideas that we are tempted
to
accept or believe (perhaps they are ideas that “everyone knows
are
true”), we need to work at extricating or distancing ourselves
from
those ideas. There’s a kind of language that helps here: clear,
impersonal sentences that lay bare the logic or lack of logic in
them.
• If, on the other hand, we want to believe ideas that we are
tempted
to reject (“Anyone can see that’s a crazy idea”)---if we are
trying to
25. enter in or experience or dwell in those ideas---we benefit from
the
language of imagination, narrative, and the personal experience.
Here are some specific practices to help us experience things
from
someone else’s point of view.
1. If people are stuck in a disagreement, we can invoke Carl
Rogers’
application of “active listening.” John must not try to argue his
point till
he has restated Mary’s point to her satisfaction.
2. But what if John has trouble seeing things from Mary’s point
of view?
His lame efforts to restate her view show that “he doesn't get
it.” He
probably needs to stop talking and listen; keep his mouth shut.
Thus, in a
discussion where someone is trying to advance a view and
everyone
fights it, there is a simple rule of thumb: the doubters need to
stop talking
and simply give extended floor time to the minority view. The
following
26. three concrete activities give enormous help here:
• The three-minute or five-minute rule. Any participant who
feels he or
she is not being heard can make a sign and invoke the rule: no
one
else can talk for three or five minutes. This voice speaks, we
listen; we
cannot reply.
• Allies only---no objections. Others can speak---but only those
who are
having more success believing or entering into or assenting to
the
minority view. No objections allowed. (Most people are familiar
with
this “no-objections” rule from brainstorming.)
22
• “Testimony session.” Participants having a hard time being
heard or
understood are invited to tell stories of the experiences that led
them
to their point of view and to describe what it's like having or
living with
this view. Not only must the rest of us not answer or argue or
27. disagree
while they are speaking; we must refrain, even afterwards, from
questioning their stories or experiences or feelings. We may
speak only
to their ideas. (This process is particularly useful when issues
of race,
gender, and sexual orientation are being discussed.)
The goal here is safety. Most speakers feel unsafe if they sense
we
are just waiting to jump in with all our objections. But we
listeners need
safety, too. We are trying to enter into a view we want to
quarrel with or
feel threatened by. We’re trying to learn the difficult skill of in-
dwelling. It's
safer for us if we have permission simply not to talk about it
any more for
a while. We need time for the words we resist just to sink in for
a while with
no comment.
3. The language of story and poetry helps us experience alien
ideas.
Stories, metaphors, and images can often find a path around our
28. resistance. When it’s hard to enter into a new point of view, try
telling a
story of someone who believes it; imagine and describe
someone who
sees things this way; tell the story of events that might have led
people to
have this view of the world; what would it be like to be
someone who
sees things this way? Write a story or poem about the world that
this view
implies.
4. Step out of language. Language itself can sometimes get in
the way
of trying to experience or enter into a point of view different
from our
own. There are various productive ways to set language aside.
We can
draw or sketch images (rough stick figures are fine). What do
you
actually see when you take this position? It’s also powerful to
use
movement, gesture, dance, sounds, and role-playing.
5. Silence. For centuries, people have made good use of silence
29. for in-
dwelling. If we’re having trouble trying to believe someone’s
idea,
sometimes it’s helpful for no one to say anything for a couple of
minutes.
That’s not much time out of a meeting or conference or class
hour, but it
can be surprisingly fertile.
6. Private writing. There's a kind of silence involved when
everyone
engages in private writing. Stop talking and do 7-10 minutes of
writing for
23
no one else’s eyes. What's crucial is the invitation to language
in
conditions of privacy and safety.
7. Use the physical voice. When it’s hard to enter into a piece of
writing
that feels difficult or distant, for example something written by
someone
very different from us---or an intricate work like a Shakespeare
30. sonnet---it
helps to try to read it aloud as well and meaningfully as
possible. (When
I’m teaching a longer text, I choose crux passages of a few
paragraphs
or a page.) The goal is not good acting; the goal is simply to say
the
words so that we feel every meaning in them---so that we fully
mean
every meaning. Get the words to “sound right” or to carry the
meanings
across—for example, to listeners who don’t have a text. After
we have
three or four different readings of the same passage, we can
discuss
which ones manage to “sound right”---and usually these
readings help us
enter in or assent. (It’s not fair to put students on the spot by
asking them
to read with no preparation time. I ask students to prepare these
reading
at home or practice them briefly in class in pairs.)
This activity illustrates something interesting about language.
It’s
31. impossible simply to say words so they “sound right" without
dwelling in
them and thus feeling their meaning. So instead of asking
students to
“study carefully” this Shakespeare sonnet, I say, “Practice
reading it
aloud till you can say every word with meaning.” This involves
giving a
kind of bodily assent.
8. Nonadversarial argument. Finally, the classroom is an ideal
place to
practice nonadversarial forms of argument. Our traditional
model of
argument is a zero-sum game: “If I'm right, you must be
wrong.” Essays
and dissertations traditionally start off by trying to demolish the
views of
opponents. “Unless I criticize every other idea,” the assumption
goes, “I
won’t have a clear space for my idea.” But this approach is
usually
counterproductive--except with readers who already agree with
you
32. and don’t need to be persuaded. This traditional argument
structure
says to readers: “You cannot agree with my ideas---or even hear
them---
until after you admit that you’ve been wrong or stupid.”
The structure of nonadversarial argument is simple, but it takes
practice and discipline: argue only for your position, not against
other
positions. This is easy for me here since I have no criticisms at
all of the
doubting game or critical thinking in itself. It’s much harder if I
really hate
the idea I’m fighting. It’s particularly hard if my essential
argument is
negative: “Don’t invade Iraq.” So yes, there are some situations
in which
24
we cannot avoid arguing why an idea is wrong. Yet even in my
position
on Iraq, there is, in fact, some space for nonadversarial
argument. I can
33. talk about the advantages of not invading Iraq---and not try to
refute for
invasion. In this way, I would increase the chances of my
opponent
actually hearing my arguments.
The general principle is this: If all I have to offer are negative
reasons
why the other person’s idea is bad, I’ll probably make less
progress than if
I can give some positive reasons for my alternative idea---and
even
acknowledge why the other person might favor her idea. (For
more on
nonadversarial argument, see my “Introduction” xviii-xxiii.)
I can end by glancing back at the inkblots. Arguments that look
conflicting might both be somehow valid or right. They might
need to be
articulated better or seen from a larger view---a view the
disputants
haven't yet figured out. I may be convinced that someone else’s
idea is
dead wrong, but if I’m willing to play the believing game with
it, I will not
34. only set a good example, I may even be able to see how we are
both
on the right track. Nonadversarial argument and the believing
game
help us work out larger frames of reference and better ideas.
Works Cited
Elbow, Peter. “Appendix Essay. The Doubting Game and the
Believing
Game: An Analysis of the Intellectual Process.” In Writing
Without
Teachers. Oxford University Press, 1973. 147-91.
---. “Bringing the Rhetoric of Assent and The Believing Game
Together--
and into the Classroom.” College English 67.4 (March 2005):
388-99.
---. Introduction. Everyone Can Write: Essays Toward a
Hopeful Theory of
Writing and Teaching Writing. NY: Oxford University Press,
2000.
---. “Methodological Doubting and Believing: Contraries in
Inquiry.” In
Embracing Contraries: Explorations in Learning and Teaching.
35. Oxford University Press, 1986. 254-300.
Graff, Gerald. Clueless in Academe: How Schooling Obscures
the Life of
the Mind. New Haven: Yale UP, 2003.
Lippman, Walter. “The Indispensable Opposition.” Atlantic
Monthly
(August 1939). It’s notable that this essay is canonized in many
editions of The Norton Reader (e.g., in the 6th edition, pages
850-55).
Mill, John Stuart. On Liberty. London, Dent, 1951.
25
Rogers, Carl. "Communication: Its Blocking and Its
Facilitation." On
Becoming a Person. NY: Houghton Mifflin, 1961.
Tannen, Deborah. The Argument Culture: Moving From Debate
to
Dialogue. Random House, 1998