Hafizul proposes a construct called "Truncated Belief" to describe students' fixated beliefs about the certainty and stability of knowledge. The construct is comprised of three dimensions: Perceived Credibility of educators, Trust in educators' projected confidence, and Obedience towards educators. Extremely truncated beliefs could lead to rigid or indecisive thinking. Hafizul plans future studies to validate the Truncated Belief model and examine links to other constructs like cognitive style and critical thinking ability. The study aims to better understand students' epistemological beliefs and potentially develop interventions to address fixated beliefs.
1) Critical thinking has been defined in many ways but generally refers to actively and skillfully analyzing, applying, evaluating, and synthesizing information to guide beliefs and actions.
2) Early definitions focused on reflection and suspension of judgment, but modern definitions emphasize both cognitive skills and affective dispositions.
3) The ability to think critically depends on cognitive development as well as emotional maturity and is influenced by personal experiences and social contexts. There is no universal agreement on how to define or teach critical thinking.
The document outlines key concepts in the theory of knowledge, including:
1. It defines knowledge as a familiarity or understanding gained through experience or education that involves perceiving, discovering, and learning.
2. It discusses different types of knowledge such as a priori vs. a posteriori knowledge and explicit vs. tacit knowledge.
3. It examines various theories of knowledge such as empirical knowledge, idealism, and rationalism and different ways of gaining knowledge like sense perception, reasoning, and language.
The document discusses different views on how knowledge is possible. It summarizes Immanuel Kant's view that knowledge can come through either rationalism via logic and reason or empiricism through experience. It also outlines five instruments of epistemology according to Islamic philosophy: empirical knowledge from the senses, rational knowledge from reason alone, authoritative knowledge from experts, intuitive knowledge from insight, and revealed knowledge disclosed by God. In Islam, philosophers agree that knowledge is possible through Allah as the main source, the material universe, and the human brain, with revelation serving as the most important means of knowledge.
Unit 1 introduction to educational researchAsima shahzadi
This document discusses sources of knowledge and educational research. It identifies several ways that individuals can gain knowledge, such as through senses, logical reasoning, authority, traditions, trial and error, and intuition. It also defines educational research as a systematic attempt to better understand the educational process and improve its efficiency through application of the scientific method. The characteristics of good research are described as being directed towards solving problems, relying on empirical evidence, and eliminating personal bias.
The document summarizes several adult learning and development theories. It discusses Knowles' principles of andragogy, which focus on adults' internal motivation and relevance of learning. Four major theories are outlined: Perry's model of intellectual development involving dualism to relativism; Belenky's model of women's ways of knowing from silence to constructed knowledge; Kitchener and King's model of reflective judgment from pre-reflective to reflective thinking; and Baxter-Magolda's model of epistemological reflection among college students from absolute to contextual knowing. The implications of these stage-based theories involve a shift from external to internal definitions of knowledge with meaning constructed through experience.
Epistemology is the branch of philosophy that studies the nature, origin, and limits of human knowledge. It is derived from the Greek words "episteme" meaning knowledge and "logy" meaning study. Epistemology seeks to understand what distinguishes justified belief from opinion. Various philosophers have different views on the concept of knowledge, such as Swami Vivekananda believing knowledge is inherent in every soul, and William James viewing knowledge as practical success. The key difference between information and knowledge is that information is processed data while knowledge represents useful patterns within information. Wisdom is the ability to apply knowledge and make good judgments.
This chapter introduces the concept of knowledge and discusses its definition, sources, and justification. It defines knowledge as understanding what is true or false, right or wrong. Knowledge comes from two main sources - rationalism (reasoning) and empiricism (experience). Rationalists believe some knowledge is innate or can be deduced through reason alone, while empiricists believe all knowledge comes from sensory experience. To be considered knowledge, a claim must be justified through evidence, predictive power, reasonableness, reliable methods of belief acquisition, or coherence with other known truths. However, skepticism questions if true knowledge is possible given issues like doubt, deception, dreams, and the possibility of revised concepts or unreliable senses. The chapter assigns understanding different philosophical
1. The document summarizes four major adult development theories: William Perry's model of intellectual development, Belenky et al.'s women's ways of knowing model, Kitchener and King's reflective judgment model, and Baxter-Magolda's model of knowing and reasoning in college.
2. The theories track the progression of views about knowledge and truth from dualistic and received ways of knowing towards more independent, contextual, and constructed ways of knowing.
3. Across the theories, learners develop from passive receptors of knowledge towards actively constructing knowledge through experience, evaluation of evidence, and consideration of different viewpoints.
1) Critical thinking has been defined in many ways but generally refers to actively and skillfully analyzing, applying, evaluating, and synthesizing information to guide beliefs and actions.
2) Early definitions focused on reflection and suspension of judgment, but modern definitions emphasize both cognitive skills and affective dispositions.
3) The ability to think critically depends on cognitive development as well as emotional maturity and is influenced by personal experiences and social contexts. There is no universal agreement on how to define or teach critical thinking.
The document outlines key concepts in the theory of knowledge, including:
1. It defines knowledge as a familiarity or understanding gained through experience or education that involves perceiving, discovering, and learning.
2. It discusses different types of knowledge such as a priori vs. a posteriori knowledge and explicit vs. tacit knowledge.
3. It examines various theories of knowledge such as empirical knowledge, idealism, and rationalism and different ways of gaining knowledge like sense perception, reasoning, and language.
The document discusses different views on how knowledge is possible. It summarizes Immanuel Kant's view that knowledge can come through either rationalism via logic and reason or empiricism through experience. It also outlines five instruments of epistemology according to Islamic philosophy: empirical knowledge from the senses, rational knowledge from reason alone, authoritative knowledge from experts, intuitive knowledge from insight, and revealed knowledge disclosed by God. In Islam, philosophers agree that knowledge is possible through Allah as the main source, the material universe, and the human brain, with revelation serving as the most important means of knowledge.
Unit 1 introduction to educational researchAsima shahzadi
This document discusses sources of knowledge and educational research. It identifies several ways that individuals can gain knowledge, such as through senses, logical reasoning, authority, traditions, trial and error, and intuition. It also defines educational research as a systematic attempt to better understand the educational process and improve its efficiency through application of the scientific method. The characteristics of good research are described as being directed towards solving problems, relying on empirical evidence, and eliminating personal bias.
The document summarizes several adult learning and development theories. It discusses Knowles' principles of andragogy, which focus on adults' internal motivation and relevance of learning. Four major theories are outlined: Perry's model of intellectual development involving dualism to relativism; Belenky's model of women's ways of knowing from silence to constructed knowledge; Kitchener and King's model of reflective judgment from pre-reflective to reflective thinking; and Baxter-Magolda's model of epistemological reflection among college students from absolute to contextual knowing. The implications of these stage-based theories involve a shift from external to internal definitions of knowledge with meaning constructed through experience.
Epistemology is the branch of philosophy that studies the nature, origin, and limits of human knowledge. It is derived from the Greek words "episteme" meaning knowledge and "logy" meaning study. Epistemology seeks to understand what distinguishes justified belief from opinion. Various philosophers have different views on the concept of knowledge, such as Swami Vivekananda believing knowledge is inherent in every soul, and William James viewing knowledge as practical success. The key difference between information and knowledge is that information is processed data while knowledge represents useful patterns within information. Wisdom is the ability to apply knowledge and make good judgments.
This chapter introduces the concept of knowledge and discusses its definition, sources, and justification. It defines knowledge as understanding what is true or false, right or wrong. Knowledge comes from two main sources - rationalism (reasoning) and empiricism (experience). Rationalists believe some knowledge is innate or can be deduced through reason alone, while empiricists believe all knowledge comes from sensory experience. To be considered knowledge, a claim must be justified through evidence, predictive power, reasonableness, reliable methods of belief acquisition, or coherence with other known truths. However, skepticism questions if true knowledge is possible given issues like doubt, deception, dreams, and the possibility of revised concepts or unreliable senses. The chapter assigns understanding different philosophical
1. The document summarizes four major adult development theories: William Perry's model of intellectual development, Belenky et al.'s women's ways of knowing model, Kitchener and King's reflective judgment model, and Baxter-Magolda's model of knowing and reasoning in college.
2. The theories track the progression of views about knowledge and truth from dualistic and received ways of knowing towards more independent, contextual, and constructed ways of knowing.
3. Across the theories, learners develop from passive receptors of knowledge towards actively constructing knowledge through experience, evaluation of evidence, and consideration of different viewpoints.
Este manual de instrucciones proporciona información sobre la instalación, uso y mantenimiento de una campana extractora. Incluye advertencias de seguridad e instrucciones detalladas sobre cómo instalar la campana correctamente, conectarla a los conductos de ventilación y usar sus funciones como la extracción de aire o filtración. También describe cómo encender y regular la velocidad de la campana, y los procedimientos recomendados para la limpieza y el mantenimiento.
Este manual de instrucciones proporciona información sobre la instalación, uso y mantenimiento de una campana extractora. Incluye advertencias de seguridad, instrucciones detalladas para la instalación en modo aspirante o filtrante, y explica cómo conectar los conductos de ventilación. También describe los diferentes tipos de controles y cómo regular la velocidad y encender la función de intensificación temporal.
Este documento proporciona instrucciones para preparar muslos de pavo con piña. Incluye una lista de ingredientes como muslos de pavo, piña, vino, hierbas aromáticas y aceite de oliva. Las instrucciones detallan colocar el pavo con las hierbas y vino durante dos horas antes de hornearlo a 200°C durante 10 minutos y luego 25 minutos más. Después de eso, se corta la piña y se coloca encima del pavo mientras el horno se enfría durante otros 10 minutos para que la piña y el pavo tomen sabor sin
Microsoft Word has many unique features that allow users to easily format and edit documents. Some key features include the Home Toolbar which simplifies formatting text with options like font style and size. The Insert Toolbar allows quick insertion of tables, illustrations, links, and text boxes. Reference tools allow automatic generation of tables of contents, footnotes, citations, and indexes to improve document structure and readability. Overall, Word provides helpful formatting and editing tools to create professional-looking documents with less time and effort.
A four-day musical film camp will be held from April 27-30 for ages 6 to 12 in Hopkinton, NH focused on acting, singing, history, and filmmaking techniques to create a 12-minute film capturing 250 years of Hopkinton history with songs. The camp costs $140 for residents and $150 for non-residents and will take place at the Harold Martin Multi-Purpose Room located at 271 Main St.
Understand the importance of getting only genuine softwareJonathan Min
This document discusses the importance of using genuine Microsoft software and the risks of counterfeit software. It outlines how genuine software provides better protection against viruses and malware, is more reliable, and is properly supported. Counterfeit software, on the other hand, can damage devices, lead to increased costs from technical issues, and pose security risks like identity theft. Various types of software piracy are also described.
Steven Burch has over 25 years of experience in facilities management, project management, and operations leadership. He has managed facilities portfolios totaling over 700 million square feet. Burch is currently a Regional Senior Facilities Manager for CBRE managing 24 facilities totaling 17 million square feet for Amazon. Prior to this role, he held several director-level facilities management positions with responsibilities including budgeting, vendor management, project management, and overseeing maintenance and capital projects.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Empathy and Pro-Social Behavior in RatsEmma Glanzer
The document summarizes three studies that tested whether pro-social behavior in rats is motivated by empathy. Study I found that free rats opened the door to a restrainer containing a trapped cagemate more quickly than an empty restrainer. Study II showed that free rats stopped opening the door when the trapped rat could not make social contact. Study III found no difference in door opening times between a restrainer containing chocolate or a cagemate. The studies provide evidence that pro-social behavior in rats is motivated by a desire for social contact rather than empathy for the trapped rat's distress. However, later critiques of the studies note some limitations in their designs and analyses.
This document discusses green HR and how HR processes can contribute to environmental sustainability. It defines green HR as HR policies and practices that support a company's environmental agenda. Some green HR activities include online recruiting to reduce travel, encouraging reuse and reducing waste. The document outlines how HR processes like recruitment, performance management, training, and employment relations can be adapted to be more environmentally friendly. It also discusses how HR can help employees and managers implement environmental policies and initiatives. Finally, it notes that adopting green HR practices can help companies save costs while improving their image.
Japanese Culture - HO REN SO - PDCA cycle training is conducted by Anubha. She is training in quality to corporates on TQM, PDCA, Six Sigma, 5S, Culture for last 10 years
www.prismphilosophy.com
919818446562
training@prismphilosophy.com
inform consent form before participate in clinical trials.for purpose of understanding the nature of research,risk,benefits,and decision about participation
To successfully react to windows of opportunity, regardless of the focus — innovation, growth, culture, cost structure, technology — a new methodology of change leadership is required.
7 Step Guidance toward a successful Digital Transformation
( Step1) Create a sense of urgency
-- Help others feel a gut-level determination to move and win, now
( Step 2) Create a guiding coalition
-- Putting together a group with enough power to lead the change
( Step 3) Developing a change digital vision
-- Clarify how the future will be different from the past
( Step 4) Communicating the digital vision for buy-in
-- Ensuring that as many people as possible understand and accept the vision
( Step 5) Empowering-Broad Based Actions
-- Removing as many barriers as possible and unleashing people to do their best work
( Step 6) Generating short term wins
-- Creating visible, unambiguous success as soon as possible
( Step 7) Don't let up
-- In a successful major change initiative, by step 7 you will begin to see:
( Step 8) Make it stick
-- Anchoring new approaches in the culture for sustained change
This document discusses Kaizen, or continuous improvement. It covers the 7 types of waste, 8 key elements of a Kaizen culture, benefits and difficulties of implementing Kaizen, and how to implement Kaizen in manufacturing. The document is a training on Kaizen principles and philosophy created by Riyanto in 2016.
Ruben A Rivera III has over 20 years of experience in graphic design. He has worked for companies such as Gemini Sound Products and Knockout Graphics. His experience ranges from layout design for medical publications to digital printing and file setup for various print and digital media. He is proficient in both Mac and PC platforms. The document provides samples of his logo design and CD packaging work for a client named Akustyx.
As a Students. Who do we trust? Lecturers? A Portrait of Psychology Students ...Haykal Hafizul
This is one of my personal research that I've created in a week. I dedicate this to all my beloved Adik and Abang in faculty.
I hope you can enjoy my data and find a little piece of truth in there.
With love
Haykal
hafizul.haykal@gmail.com
A Review On Developing Critical Thinking Skills Through Literary TextsPedro Craggett
This document summarizes research on developing critical thinking skills through literary texts in English language classrooms. It defines critical thinking and outlines several models for teaching it, including using literature. The key points are:
1) Critical thinking involves purposeful, self-regulated judgment and evaluation of arguments and information. Several definitions are provided.
2) Teaching critical thinking requires modifying instruction and assessments to promote reflection. Literary texts can foster skills like analysis, interpretation, and evaluation.
3) Studies found literary texts improve vocabulary, grammar, cultural knowledge, and motivate critical thinking when students consider different perspectives and apply lessons. Instructors must facilitate engaged discussion to fully develop these skills.
Ib theory of_knowledge_bms_presentation lauwersbmslibrary2
This document provides an overview of the International Baccalaureate's Theory of Knowledge (TOK) course. TOK introduces students to theories about the nature and limitations of knowledge, and provides practice in critical thinking. The course requires 100 hours of instruction, an externally assessed essay, and an internally assessed presentation. Key concepts covered include ways of knowing, areas of knowledge, knowledge issues, and perspectives. The goal of TOK is to help students become effective critical thinkers and develop an internationally-minded outlook.
The article that youve requested, Critical Thinking from Encyclop.docxrtodd17
The article that you've requested, Critical Thinking from Encyclopedia of Educational Theory and Philosophy is from a title not available through this library.
Here is the most similar article in your library's Credo subscription:
Save
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Critical Thinking
from Philosophy of Education: An Encyclopedia
Critical thinking, though variously defined, refers to good thinking and is connected with rationality and the appeal to reason. Many theorists view critical thinking as central to the aims of education, and it has become the focus for an educational reform movement accompanied by curricular and pedagogical innovations and the development of teaching materials and evaluation procedures. Considerable philosophical debate has centered on how critical thinking should be conceptualized, and discussions regarding critical thinking raise and connect with fundamental issues regarding the nature and aims of education and the nature of rationality.
Philosophers of education have traditionally viewed the fostering of good thinking as an aim of education, and the views of John Dewey, John Passmore, and Israel Scheffler are precursors to contemporary work on critical thinking. Contemporary interest in and debate about critical thinking was initiated largely by the work of Robert Ennis, in particular “A Concept of Critical Thinking” (1962), in which he put forward a detailed conception of critical thinking.
Theorists working in the field of informal logic also contributed significantly to the development of critical thinking theory and practice. The approach that they have taken to critical thinking centers on argumentation. A recognition of the limitations of formal deductive logic has prompted them to focus on the interpretation, evaluation, and construction of arguments in natural language.
The issue of how critical thinking should be conceptualized is a primary philosophical issue in this area. Although a variety of definitions and conceptualizations have been proposed, there are some common features that distinguish philosophical conceptions from more psychologically inspired accounts. All the main philosophical conceptions of critical thinking have as a central concept the idea of good reasons; they are, thus, explicitly normative. Psychological views, on the other hand, focus on the processes or mental operations involved in thinking. These views have been criticized by philosophers on a number of grounds. First, it is impossible to determine what mental operations correlate with particular cases of good thinking. Second, any particular operation can be performed critically or uncritically. What determines whether thinking is critical is the quality of the reasoning and not whether particular mental operations have been performed. All the main philosophical accounts of critical thinking depend, thus, on the concept of reason, and focus on the norms and standards of good thin.
Unit I: Science Education # Philosophical Bases of Science Educationgarimatandon10
Note- It covers topics related to Unit I of M.Ed. Semester 4th Science education. It is with special reference to syllabus of BHU. Hopefully students of other Universities those have similar topics to be studied under another paper may found it useful to an extent. In case of this topic, it’s my humble request to the viewers that try search this topic from other sources as well.
Este manual de instrucciones proporciona información sobre la instalación, uso y mantenimiento de una campana extractora. Incluye advertencias de seguridad e instrucciones detalladas sobre cómo instalar la campana correctamente, conectarla a los conductos de ventilación y usar sus funciones como la extracción de aire o filtración. También describe cómo encender y regular la velocidad de la campana, y los procedimientos recomendados para la limpieza y el mantenimiento.
Este manual de instrucciones proporciona información sobre la instalación, uso y mantenimiento de una campana extractora. Incluye advertencias de seguridad, instrucciones detalladas para la instalación en modo aspirante o filtrante, y explica cómo conectar los conductos de ventilación. También describe los diferentes tipos de controles y cómo regular la velocidad y encender la función de intensificación temporal.
Este documento proporciona instrucciones para preparar muslos de pavo con piña. Incluye una lista de ingredientes como muslos de pavo, piña, vino, hierbas aromáticas y aceite de oliva. Las instrucciones detallan colocar el pavo con las hierbas y vino durante dos horas antes de hornearlo a 200°C durante 10 minutos y luego 25 minutos más. Después de eso, se corta la piña y se coloca encima del pavo mientras el horno se enfría durante otros 10 minutos para que la piña y el pavo tomen sabor sin
Microsoft Word has many unique features that allow users to easily format and edit documents. Some key features include the Home Toolbar which simplifies formatting text with options like font style and size. The Insert Toolbar allows quick insertion of tables, illustrations, links, and text boxes. Reference tools allow automatic generation of tables of contents, footnotes, citations, and indexes to improve document structure and readability. Overall, Word provides helpful formatting and editing tools to create professional-looking documents with less time and effort.
A four-day musical film camp will be held from April 27-30 for ages 6 to 12 in Hopkinton, NH focused on acting, singing, history, and filmmaking techniques to create a 12-minute film capturing 250 years of Hopkinton history with songs. The camp costs $140 for residents and $150 for non-residents and will take place at the Harold Martin Multi-Purpose Room located at 271 Main St.
Understand the importance of getting only genuine softwareJonathan Min
This document discusses the importance of using genuine Microsoft software and the risks of counterfeit software. It outlines how genuine software provides better protection against viruses and malware, is more reliable, and is properly supported. Counterfeit software, on the other hand, can damage devices, lead to increased costs from technical issues, and pose security risks like identity theft. Various types of software piracy are also described.
Steven Burch has over 25 years of experience in facilities management, project management, and operations leadership. He has managed facilities portfolios totaling over 700 million square feet. Burch is currently a Regional Senior Facilities Manager for CBRE managing 24 facilities totaling 17 million square feet for Amazon. Prior to this role, he held several director-level facilities management positions with responsibilities including budgeting, vendor management, project management, and overseeing maintenance and capital projects.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Empathy and Pro-Social Behavior in RatsEmma Glanzer
The document summarizes three studies that tested whether pro-social behavior in rats is motivated by empathy. Study I found that free rats opened the door to a restrainer containing a trapped cagemate more quickly than an empty restrainer. Study II showed that free rats stopped opening the door when the trapped rat could not make social contact. Study III found no difference in door opening times between a restrainer containing chocolate or a cagemate. The studies provide evidence that pro-social behavior in rats is motivated by a desire for social contact rather than empathy for the trapped rat's distress. However, later critiques of the studies note some limitations in their designs and analyses.
This document discusses green HR and how HR processes can contribute to environmental sustainability. It defines green HR as HR policies and practices that support a company's environmental agenda. Some green HR activities include online recruiting to reduce travel, encouraging reuse and reducing waste. The document outlines how HR processes like recruitment, performance management, training, and employment relations can be adapted to be more environmentally friendly. It also discusses how HR can help employees and managers implement environmental policies and initiatives. Finally, it notes that adopting green HR practices can help companies save costs while improving their image.
Japanese Culture - HO REN SO - PDCA cycle training is conducted by Anubha. She is training in quality to corporates on TQM, PDCA, Six Sigma, 5S, Culture for last 10 years
www.prismphilosophy.com
919818446562
training@prismphilosophy.com
inform consent form before participate in clinical trials.for purpose of understanding the nature of research,risk,benefits,and decision about participation
To successfully react to windows of opportunity, regardless of the focus — innovation, growth, culture, cost structure, technology — a new methodology of change leadership is required.
7 Step Guidance toward a successful Digital Transformation
( Step1) Create a sense of urgency
-- Help others feel a gut-level determination to move and win, now
( Step 2) Create a guiding coalition
-- Putting together a group with enough power to lead the change
( Step 3) Developing a change digital vision
-- Clarify how the future will be different from the past
( Step 4) Communicating the digital vision for buy-in
-- Ensuring that as many people as possible understand and accept the vision
( Step 5) Empowering-Broad Based Actions
-- Removing as many barriers as possible and unleashing people to do their best work
( Step 6) Generating short term wins
-- Creating visible, unambiguous success as soon as possible
( Step 7) Don't let up
-- In a successful major change initiative, by step 7 you will begin to see:
( Step 8) Make it stick
-- Anchoring new approaches in the culture for sustained change
This document discusses Kaizen, or continuous improvement. It covers the 7 types of waste, 8 key elements of a Kaizen culture, benefits and difficulties of implementing Kaizen, and how to implement Kaizen in manufacturing. The document is a training on Kaizen principles and philosophy created by Riyanto in 2016.
Ruben A Rivera III has over 20 years of experience in graphic design. He has worked for companies such as Gemini Sound Products and Knockout Graphics. His experience ranges from layout design for medical publications to digital printing and file setup for various print and digital media. He is proficient in both Mac and PC platforms. The document provides samples of his logo design and CD packaging work for a client named Akustyx.
As a Students. Who do we trust? Lecturers? A Portrait of Psychology Students ...Haykal Hafizul
This is one of my personal research that I've created in a week. I dedicate this to all my beloved Adik and Abang in faculty.
I hope you can enjoy my data and find a little piece of truth in there.
With love
Haykal
hafizul.haykal@gmail.com
A Review On Developing Critical Thinking Skills Through Literary TextsPedro Craggett
This document summarizes research on developing critical thinking skills through literary texts in English language classrooms. It defines critical thinking and outlines several models for teaching it, including using literature. The key points are:
1) Critical thinking involves purposeful, self-regulated judgment and evaluation of arguments and information. Several definitions are provided.
2) Teaching critical thinking requires modifying instruction and assessments to promote reflection. Literary texts can foster skills like analysis, interpretation, and evaluation.
3) Studies found literary texts improve vocabulary, grammar, cultural knowledge, and motivate critical thinking when students consider different perspectives and apply lessons. Instructors must facilitate engaged discussion to fully develop these skills.
Ib theory of_knowledge_bms_presentation lauwersbmslibrary2
This document provides an overview of the International Baccalaureate's Theory of Knowledge (TOK) course. TOK introduces students to theories about the nature and limitations of knowledge, and provides practice in critical thinking. The course requires 100 hours of instruction, an externally assessed essay, and an internally assessed presentation. Key concepts covered include ways of knowing, areas of knowledge, knowledge issues, and perspectives. The goal of TOK is to help students become effective critical thinkers and develop an internationally-minded outlook.
The article that youve requested, Critical Thinking from Encyclop.docxrtodd17
The article that you've requested, Critical Thinking from Encyclopedia of Educational Theory and Philosophy is from a title not available through this library.
Here is the most similar article in your library's Credo subscription:
Save
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Critical Thinking
from Philosophy of Education: An Encyclopedia
Critical thinking, though variously defined, refers to good thinking and is connected with rationality and the appeal to reason. Many theorists view critical thinking as central to the aims of education, and it has become the focus for an educational reform movement accompanied by curricular and pedagogical innovations and the development of teaching materials and evaluation procedures. Considerable philosophical debate has centered on how critical thinking should be conceptualized, and discussions regarding critical thinking raise and connect with fundamental issues regarding the nature and aims of education and the nature of rationality.
Philosophers of education have traditionally viewed the fostering of good thinking as an aim of education, and the views of John Dewey, John Passmore, and Israel Scheffler are precursors to contemporary work on critical thinking. Contemporary interest in and debate about critical thinking was initiated largely by the work of Robert Ennis, in particular “A Concept of Critical Thinking” (1962), in which he put forward a detailed conception of critical thinking.
Theorists working in the field of informal logic also contributed significantly to the development of critical thinking theory and practice. The approach that they have taken to critical thinking centers on argumentation. A recognition of the limitations of formal deductive logic has prompted them to focus on the interpretation, evaluation, and construction of arguments in natural language.
The issue of how critical thinking should be conceptualized is a primary philosophical issue in this area. Although a variety of definitions and conceptualizations have been proposed, there are some common features that distinguish philosophical conceptions from more psychologically inspired accounts. All the main philosophical conceptions of critical thinking have as a central concept the idea of good reasons; they are, thus, explicitly normative. Psychological views, on the other hand, focus on the processes or mental operations involved in thinking. These views have been criticized by philosophers on a number of grounds. First, it is impossible to determine what mental operations correlate with particular cases of good thinking. Second, any particular operation can be performed critically or uncritically. What determines whether thinking is critical is the quality of the reasoning and not whether particular mental operations have been performed. All the main philosophical accounts of critical thinking depend, thus, on the concept of reason, and focus on the norms and standards of good thin.
Unit I: Science Education # Philosophical Bases of Science Educationgarimatandon10
Note- It covers topics related to Unit I of M.Ed. Semester 4th Science education. It is with special reference to syllabus of BHU. Hopefully students of other Universities those have similar topics to be studied under another paper may found it useful to an extent. In case of this topic, it’s my humble request to the viewers that try search this topic from other sources as well.
Differences Between Information, Knowledge, Belief and Truth
The term information is generally described as the structured, organized and processed data, presented with the context, which makes it relevant and useful to the person who wants it. When raw data turn out to be meaningful after conversion it is known as information. It is something that informs in essence
K rogers assessing literacy benchmarks through class dialogueKenny Pieper
The document discusses Community of Philosophical Inquiry (COPI), an approach where students engage in philosophical discussion about questions arising from a stimulus. Research found that COPI improved students' cognitive abilities, critical reasoning, communication skills, self-esteem, and classroom behavior. It aligns with outcomes in the curriculum for subjects like Religious and Moral Education, Science, and Social Studies by developing skills like critical thinking, discussion, and evaluating sources of information. The document provides examples of open-ended questions and prompts to structure COPI discussions.
Critical thinking involves explicit thinking aimed at making well-founded judgments using appropriate standards of evaluation. It involves skills like analyzing arguments, making inferences through reasoning, evaluating information, and solving problems. Critical thinking uses both cognitive skills and dispositions, like being open-minded, inquisitive, and respecting diverse viewpoints. While critical thinking principles can apply broadly, developing critical thinking requires understanding the nature and context of different subject domains. Fostering critical thinking involves overcoming resistances like avoidance, ignorance, and conformity.
LaneThinking about Thinking Using the Elements of Thoug.docxsmile790243
The document discusses critical thinking skills and how to apply them when evaluating arguments and information. It defines critical thinking as "thinking about thinking" which involves self-consciously monitoring one's thinking process, evaluating the strategy used, and what was learned. Some key critical thinking steps outlined are identifying an argument's premises and conclusions, acknowledging uncertainties, distinguishing facts from values, recognizing assumptions, and determining source reliability. Universal intellectual standards for evaluating reasoning are also defined, including clarity, accuracy, precision, relevance, depth, breadth, and logic.
Persuasive Speaking
Chapter 18
Foundations of Persuasion & Persuasion: An Overview
Persuasion: An Overview
Richard Perloff’s Five Reasons Studying Persuasion is ImportantThe sheer number of persuasive communications has grown exponentially.Persuasive messages travel faster than ever before.Persuasion has become institutionalized.Persuasive communication has become more subtle and devious.Persuasive communication is more complex than ever before.
What Is Persuasion?Persuasion: An attempt to get a person to behave in a manner, or embrace a point of view related to values, attitudes, and or beliefs, that he or she would not have done otherwise.
Change Attitudes, Values, and BeliefsAttitude: An individual’s general predisposition toward something as being good or bad, right or wrong, or negative or positive.Value: An individual’s perception of the usefulness, importance, or worth of something. We can value a college education or technology or freedom.Beliefs: Propositions or positions that an individual holds as true or false without positive knowledge or proof.Core beliefs: Beliefs that people have actively engaged in and created over the course of their lives (e.g., belief in a higher power, belief in extraterrestrial life forms).Dispositional beliefs: Beliefs that people have not actively engaged in, but rather judgments that they make, based on their knowledge of related subjects, when they encounter a proposition.
Change in BehaviorBehaviors come in a wide range of forms, so finding one you think people should start, increase, or decrease shouldn’t be difficult at all.For example, speeches encouraging audiences to vote for a candidate, sign a petition opposing a tuition increase, or drink tap water instead of bottled water are all behavior-oriented persuasive speeches.
Why Persuasion Matters
Frymier and Nadler’s Three Reasons to Study PersuasionWhen you study and understand persuasion, you will be more successful at persuading others.When people understand persuasion, they will be better consumers of information.When we understand how persuasion functions, we’ll have a better grasp of what happens around us in the world.
Why it’s Important Ethically to Understand PersuasionWe believe that persuasive messages that aim to manipulate, coerce, and intimidate people are unethical, as are messages that distort information.As ethical listeners, we have a responsibility to analyze messages that manipulate, coerce, and/or intimidate people or distort information.We also then have the responsibility to combat these messages with the truth, which will rely on our skills and knowledge as effective persuaders.
Theories of Persuasion
We often find ourselves in situations where we are trying to persuade others to attitudes, values, beliefs, and behaviors with which they may not agree.
To help us persuade others, what we need to think about is the range of possible attitudes, values, beliefs, and behaviors that exi.
Analyzing A Critical-Thinking Reading Lesson. Technical Report No. 464Kate Campbell
This document analyzes a transcript of a sixth grade critical thinking reading lesson. The lesson used a story from the class basal reader to teach critical thinking skills and comprehension. Students read independently and answered questions to support different hypotheses about the story. In the class discussion, students provided evidence for the hypotheses, supported their judgments, and made inferences using background knowledge. However, sometimes their critical thinking was flawed due to misreading the text or unfounded assumptions. The analysis explores how the lesson facilitated critical thinking skills but also where it could be improved.
Authentic Assessment of the Affective Domain.pdfCarloManguil2
The document discusses various methods for assessing the affective domain in learning, which includes attitudes, values, interests, motivation, self-concept, and other affective constructs. It describes several common assessment tools used, including self-report measures like written reflections, rating scales such as Likert scales, semantic differential scales, Thurstone scales, and Guttman scaling. Examples of each assessment tool are provided. The document emphasizes that appropriate assessment of the affective domain is important for monitoring learner achievement and improving performance.
Answer the following question in complete sentences. Minimum 1 page .pdfshalini518936
Answer the following question in complete sentences. Minimum 1 page and use examples from
the chapter. Do you believe critical thinking requires skepticism, why or why not? For our
purposes, critical thinking means being able to build and understand a reasoned argument, to
apply skepticism to what we hear, and especially to recognize an incorrect or fraudulent
assertion. From a professional perspective, please explain why this does or does not make sense?
Solution
The primary goal of teaching students to think critically, and he objected that “Teaching students
to be critical thinkers is very important but teaching them to have a skeptical disposition is more
important.”
I would argue, however, that
a.skepticism is good and rational only to the extent that it arises out of critical thinking and
conforms to the principles and standards of critical thinking, and that
b. Teaching students to be critical thinkers is the best way to promote rational skepticism.
I noticed that a book quoted by Loftus in the above post was co-authored by the leading skeptic
Michael Shermer. It would be worthwhile to consider what Shermer has to say about skepticism,
and then to think about how his ideas about skepticism relate to critical thinking.
First of all, Shermer’s brief statement about skepticism on his website emphasizes critical
thinking. In the very first paragraph critical thinking is mentioned in the first sentence and in the
last sentence:
THE SKEPTICS SOCIETYis a nonprofit 501(c)(3) scientific and educational organization
whose mission is to engage leading experts in investigating the paranormal, fringe science,
pseudoscience, and extraordinary claims of all kinds, promote critical thinking, and serve as an
educational tool for those seeking a sound scientific viewpoint. Our contributors—leading
scientists, scholars, investigative journalists, historians, professors and teachers—are top experts
in their fields. It is our hope that our efforts go a long way in promoting critical thinking and
lifelong inquisitiveness in all individuals. [emphasis added]
Clearly Shermer sees a close connection between skepticism and critical thinking.
At the end of Shermer’s brief statement about skepticism, he makes the following comment:
The key to skepticism is to continuously and vigorously apply the methods of science to navigate
the treacherous straits between “know nothing” skepticism and “anything goes” credulity.
Shermer does not endorse skepticism in general. What he endorses is a particular form or kind of
skepticism that he calls rational skepticism. This kind of skepticism, like an aristotelian virtue, is
the mean between the extremes of pure skepticism and credulity.
The above comment corresponds to similar ideas in Shermer’s longer essay A Skeptical
Manifesto. Shermer quotes Carl Sagan and then makes a concluding comment:
Carl Sagan summed up this essential tension (in Basil, 1988, p. 366):
It seems to me what is called for is an exquisite balance between .
This document discusses the nature and formation of beliefs. It defines belief as an assumed truth that people hold mentally and accept as real. Beliefs can form from one's own experiences and reflections or by accepting what others say. Self-generated beliefs come from experiences, experiments, and reflections, while externally-generated beliefs involve trusting experts or generalizing from limited experiences. The document also notes that belief involves both logical thoughts and emotional feelings of truth, and explores how beliefs shape human interactions and the acceptance of ideas.
Running head PERSONAL EPISTEMOLOGY .docxtoltonkendal
Running head: PERSONAL EPISTEMOLOGY 1
PERSONAL EPISTEMOLOGY 6
Personal Epistemology
Laurie Schaalma
PSY 620 Learning and Cognition
Instructor: Kelly Lauck
June 23, 2017
Personal Epistemology
Scholars concerned with student’s views on the nature of knowledge and the potential effect of such related views on the reasoning as well as learning have not yet reached a consensus on the best definition of personal epistemology. On the other hand, however, other such as Pintrich and Hofer argue that personal epistemology relates to views about the origin and nature of knowledge and knowing but not views on the nature of learning. In this commentary, however, it is important to point out that the scope of personal epistemology should not be exclusively decided on entirely a priori. Relatively, the decision should be hinged on theoretical and empirical developments. If an individuals’ view about the nature of knowledge turns out to be different from the view about the nature of learning, then it makes absolute sense to define the two areas of studies that correspond to the two separable sets of what is considered as psychological constructs.
From a neutral perspective, however, empirical results support the interpretation that knowledge is inseparable with views on learning. Technically, psychological research on personal epistemology has not been efficient. However, from a conflation of beliefs on knowledge as well as beliefs about learning, they are typically related to an individual’s beliefs on the concept of knowledge is likely to influence the way through which one approaches learning (Alpaslan, 2017). One of the flaws associated with personal epistemology has been to infer expressed beliefs about how to productively learn to reflect epistemological beliefs. This is opposed to the other motives or beliefs. A comprehensive example can be derived from the story of Ellen. Ellen is presented as a university who had initially approached her pre-med physics course with a lot of expectations believing that the formula and concepts that could be used would make sense to her. Her expectations on the Course however soon changed. Relatively, she soon enough came to believe that the class laid emphasis on rote problem solving and that trying to force herself to understand the concepts more deeply would in contrary lower her grades. Technically, this was credited to the fact that the time spent on trying to figure out these concepts could be effectively used in memorization and practice. Consequently, Ellen abandoned her sense-making approach after a couple of weeks. On the other hand, however, she never abandoned her beliefs on what it means to know physics (Wang, Zhou & Shen, 2016). Simply put, although her expectations changed, her epistemology remained ...
This document summarizes key concepts around self-efficacy, self-concept, self-esteem, and goal setting theory. It discusses that self-efficacy refers to one's belief in their ability to perform tasks and achieve goals. Self-concept is one's idea of who they are based on personal beliefs and perceptions of how others see them. Self-esteem involves self-evaluation and overall feelings of self-worth. Goal setting theory developed by Edwin Locke proposes that specific, challenging goals along with commitment and feedback can improve motivation and performance.
The document discusses critical thinking skills, dispositions, and standards. It outlines a process for developing critical thinking that involves acquiring skills like analysis and evaluation, developing dispositions like open-mindedness, and evaluating thinking according to standards. The document also provides examples of elements, traits, and rules to guide critical thinking.
This document outlines the requirements for an ethics assignment. Students will research and write about an ethical issue, applying an ethical framework. They must submit an annotated bibliography, reflection, and 6-8 page essay. The essay requires stating a clear thesis, using an ethical theory to analyze the issue while giving evidence and reasoning, and concluding strongly. Groups can also do an annotated bibliography and presentation, following the same standards of a strong argument and research. Plagiarism will result in penalties.
10 week lecture series on introducing counselling students to basics of research. Lecture series is based on Sanders & Wilkins (2010) First Steps in Practitioner Research PCCS books
This summary provides an overview of critical thinking and how it has been defined by experts over the past 100 years:
1. Critical thinking has been studied formally for over 100 years, beginning with John Dewey's concept of "reflective thinking" which he defined as the careful consideration of beliefs and knowledge based on supporting reasons and implications.
2. Later experts like Edward Glaser and Robert Ennis built on Dewey's definition, emphasizing skills like reasoning, examination of evidence, and decision making.
3. Richard Paul's definition focused on "thinking about one's thinking" or metacognition, and aiming to improve the quality of thinking based on intellectual standards. Developing critical thinking requires consciously evaluating
Similar to Truncated Belief on Students in Higher Education. A Theoretical Considerations (20)
STATATHON: Unleashing the Power of Statistics in a 48-Hour Knowledge Extravag...sameer shah
"Join us for STATATHON, a dynamic 2-day event dedicated to exploring statistical knowledge and its real-world applications. From theory to practice, participants engage in intensive learning sessions, workshops, and challenges, fostering a deeper understanding of statistical methodologies and their significance in various fields."
4th Modern Marketing Reckoner by MMA Global India & Group M: 60+ experts on W...Social Samosa
The Modern Marketing Reckoner (MMR) is a comprehensive resource packed with POVs from 60+ industry leaders on how AI is transforming the 4 key pillars of marketing – product, place, price and promotions.
Predictably Improve Your B2B Tech Company's Performance by Leveraging DataKiwi Creative
Harness the power of AI-backed reports, benchmarking and data analysis to predict trends and detect anomalies in your marketing efforts.
Peter Caputa, CEO at Databox, reveals how you can discover the strategies and tools to increase your growth rate (and margins!).
From metrics to track to data habits to pick up, enhance your reporting for powerful insights to improve your B2B tech company's marketing.
- - -
This is the webinar recording from the June 2024 HubSpot User Group (HUG) for B2B Technology USA.
Watch the video recording at https://youtu.be/5vjwGfPN9lw
Sign up for future HUG events at https://events.hubspot.com/b2b-technology-usa/
Open Source Contributions to Postgres: The Basics POSETTE 2024ElizabethGarrettChri
Postgres is the most advanced open-source database in the world and it's supported by a community, not a single company. So how does this work? How does code actually get into Postgres? I recently had a patch submitted and committed and I want to share what I learned in that process. I’ll give you an overview of Postgres versions and how the underlying project codebase functions. I’ll also show you the process for submitting a patch and getting that tested and committed.
Truncated Belief on Students in Higher Education. A Theoretical Considerations
1. In Search of Explanation and Conceptualization
“Hafizul’s Construct”
Encompassing Epistemological Beliefs Framework
Promise me you’ll keep reading
2015
2. Problem of Nomenclature
• Terminology has caused much consternation resulting
a chaotic conceptualization of scientific constructs
• Sometimes multiple terms are used interchangeably
and sometimes they’re not. Sometimes the meanings
of terms are explained, sometimes they’re assumed
– So, I need systematic classification and deep level of
comprehension of other related constructs
– This study designed to give name/label my proposed
construct based on theoretical considerations
3. How My Mind Works
Epistemological
Beliefs
Epistemological
Judgment
Justification of
Assertions
Omniscient
Authority
Judgment
of
Assertions
Source
Reputation
Model of Literature Study
Model of Content-Exploration from latest EFA
4. Epistemological Beliefs
• Hofer & Pintrich (1997) define it as “to beliefs
about knowledge and knowing”
• Brownlee, Purdie, and Boulton-Lewis (2001)
define it as “beliefs about knowing that reflect an
individual’s views on what knowledge is, how it
can be gained, its degree of certainty, the limits
and criteria for determining knowledge”
– the abstract beliefs of lay folk that address questions
relevant to professional epistemologists, typically
about the nature of knowledge and knowing
5. Epistemological Beliefs
• Two critical aspects of this epistemological
belief system are important to keep in mind:
“Whether or not these beliefs
develop in synchrony and what is
meant by more mature beliefs”
6. (1st), Synchronized!
• In 2004, Schommer-Aikins attempted to clarify
that these beliefs may or may not develop in
synchrony. If they do develop in synchrony, then
stage-like patterns may be evident as has been
hypothesized by others
– (Baxter-Magolda, 2004; Kitchener & King, 1981)
• For example, young learners may come to believe
that knowledge is highly complex, yet during their
adolescent years they may not have wrestled
with the notion that knowledge is changing
– (Boyes & Chandler, 1992).
7. The important point, practically speaking, is that
because a learner appears mature on one or two
beliefs, it cannot be assumed that the learner is
consistently mature across all beliefs.
8. (2nd) Mature Beliefs!
• Mature beliefs do not mean that the learner is at
the extreme end of a spectrum
– (Schommer-Aikins, 2004)
• Mature beliefs are NOT abbreviated
• As their beliefs began to support higher-order
thinking, their belief about the stability of
knowledge would be revised to conclude much of
knowledge changes. The mature belief is
encompassing variability in knowledge
9. Mature beliefs do not denigrate remembering facts,
adhering to authority, or seeking definitive answers.
Rather, mature beliefs will tend to support higher
order thinking the majority of time
10. (Kitchener, 2002)
Individuals appear to pass through something like an initial stage of absolutism or
externalism, appealing to external authority for what is knowledge.
This is followed by a stage of individualism (subjectivism) in which knowledge is
inside the individual
Finally, individuals reach something like a
stage of interactionism or relationalism,
in which internal and external factors
have to be integrated and coordinated in the right kind of way
11. • Prototypically, individuals initially believe that
knowledge is certain and stable
– either True or False
– and can be handed down by an Authority
• Overtime, they become convinced that
knowledge is more complex and relativistic,
accept the uncertainty and changeability of
truth, and shift to the notion that knowledge is
construed individually
12. Epistemological Beliefs
Questionnaire
• Schommer (1990) paper-and-pencil self-report
instrument (Epistemological Questionnaire, EQ)
comprises five hypothesized dimensions of
Epistemological Beliefs:
– Beliefs in the source of knowledge (Omniscient Authority)
– The certainty of knowledge (Certain Knowledge)
– The structure of knowledge (Simple Knowledge),
– The speed of learning (Quick Learning)
– The ability to acquire knowledge (Innate Ability)
13.
14. Epistemological Judgment
• Epistemological Judgments defined as :
– Judgments of knowledge claims in relation to their
beliefs about the nature of knowledge and
knowing
– Judgments of lay folk that mimic those of
professional epistemologists, normally pertaining
to the evaluation and justification of certain
assertions
15. “The Analysis of Knowledge”
(Steup, 2006)
This form of personal epistemological
research is not merely concerned with
how individuals come to know, but
with how an individual evaluates and
justifies certain assertions
16. How can we Judge
other People Assertions?
(Steup, 2006)
1. Assessments of the validity of assertions of others
2. Explanations for why assertions compete
3. Evaluations of the certainty of one’s own beliefs
about an issue
4. Decisions about the criteria that would justify an
assertion.
17. The latter dimension, Steup (2006)
concerns the criteria of making
Judgment of Assertions
Objective
(Evidence, Plausibility, and Reputation of Fig)
Subjective
(Intuition, Emotions, and Trust)
18. Don’t question my Authority
or put me in the box, cause
I’m not!
-Radiohead
I notice that Lecturing from Lecturer is
one of primary activity for students to
gain insights and knowledge
I notice that lecturers had competence
to teach, but we can’t assume they are
always telling the truth
It’s really dangerous to construct our
knowledge recklessly. We can’t took
every information from our lecturer
for granted.
No Pernyataan STS TS S SS
1 Seringkali saya hanya belajar dengan
PPT dosen sebelum menghadapi Ujian
2 Saya memiliki kadar kepercayaan yang
tinggi dengan perkataan dosen
3 Dosen adalah pakar
4 Saya sering meninjau kembali klaim atau
statement yang diberikan dosen melalui
sumber lain
5 Saya patuh dengan dosen demi
keberlangsungan perkuliahan saya
6 Saya percaya dosen-dosen fakultas
psikologi UI memberikan pengetahuan
yang akurat
7 Dosen adalah sumber kebenaran
8 Semakin tinggi pendidikan dosen,
semakin saya yakin dengan informasi
yang diberikan
9 Dalam berargumen, saya sering merujuk
pada perkataan dosen saya
10 Dosen adalah fasilitas
11 Dosen adalah orangtua saya yang
sebaiknya saya patuhi
12 Saya diajarkan untuk berargumentasi
logis selama belajar di fakultas psikologi
13 Kebenaran itu relatif
14 Saya mengisi EDOM (Evaluasi Dosen
Oleh Mahasiswa) dengan serius
15 Rata-rata dosen psikologi UI memiliki
pemahaman penuh dengan materi yang
diajarkannya
16 Mematuhi perkataan dosen dapat
membuat saya mendapatkan nilai yang
saya harapkan
17 Saya percaya dengan dosen yang yakin
ketika menyampaikan informasi
18 Kontribusi dosen sangat besar terhadap
pengetahuan yang saya miliki
19 Meski saya mendeteksi kesalahan pada
informasi yang diberikan dosen, saya
lebih baik tidak berdebat dengan dosen
tersebut
20 Saya ragu dengan kebenaran informasi
yang diberikan dosen jika dia
menerangkannya dengan ragu-
ragu/terkesan tidak yakin
19. How My Mind Works (2)
Epistemological
Beliefs
Epistemological
Judgment
Justification of
Assertions
Omniscient
Authority
Judgment
of
Assertions
Source
Reputation
Model of Literature Study
Model of Content-Exploration from latest EFA
21. This page is intentionally left blank due to inappropriate, seductive, and
barbaric discussions of me and my sailor-mouthed colleagues
22.
23. Hypothesized Factors
of Hafizul’s Construct
– Student’s Perceived Credibility
• Individual perception about credibility of an informant
(educator) whom perceived as authority figures in
educational context
– Student ‘s Perceived Trust towards Authority’s
Projected Confidence
• Degree of individual trust towards authority’s projected
confidence when transferring knowledge in educational
context
– Student’s Obedience
• Degree of individual obedience towards authority figures in
educational context
24. (F1) Perceived
Credibility
– Dosen adalah sumber kebenaran (pada
domain tertentu)
– Semakin tinggi pendidikan dosen,
semakin saya yakin dengan informasi
yang diberikan
– Dosen adalah pakar (pada domain
tertentu)
– Rata-rata dosen psikologi UI memiliki
pemahaman penuh dengan materi yang
diajarkannya
– Dalam berargumen, saya sering merujuk
pada perkataan dosen saya
– Saya memiliki kadar kepercayaan yang
tinggi dengan perkataan dosen
– Saya percaya dosen-dosen fakultas
psikologi UI memberikan pengetahuan
yang akurat
– Saya sering meninjau kembali klaim atau
statement yang diberikan dosen melalui
sumber lain
Conceptually defined as :
Persepsi individu mengenai
kredibilitas agen pemberi
informasi (penyelenggara
pendidikan) yang dianggap
memiliki otoritas di institusi
pendidikan
25. (F2) Projected
Confidence
– Saya percaya dengan
dosen yang yakin ketika
menyampaikan informasi
– Saya ragu dengan
kebenaran informasi yang
diberikan dosen jika dia
menerangkannya dengan
ragu-ragu/terkesan tidak
yakin
– Kontribusi dosen sangat
besar terhadap
pengetahuan yang saya
miliki
Conceptually defined as :
Derajat kepercayaan individu
terhadap pihak otoritas
terkait keyakinan diri yang
diproyeksikannya dalam
menyampaikan informasi di
institusi pendidikan.
26. (F3) Obedience
– Saya patuh dengan dosen demi
keberlangsungan perkuliahan
saya
– Dosen adalah orangtua saya yang
sebaiknya saya patuhi
– Mematuhi perkataan dosen
dapat membuat saya
mendapatkan nilai yang saya
harapkan
– Meski saya mendeteksi kesalahan
pada informasi yang diberikan
dosen, saya lebih baik tidak
berdebat dengan dosen tersebut
– Seringkali saya hanya belajar
dengan PPT dosen sebelum
menghadapi ujian.
Conceptually defined as :
Kepatuhan individu pada
pihak yang dianggap
memiliki otoritas di
institusi pendidikan
27. Anomaly!!!
• Item [Kebenaran itu relatif]
– Item ini menggambarkan keseluruhan konstruk/tidak
merupakan kovariat item lainnya.
– 100 dari 103 N menjawab pada kategori setuju
• Item [Dosen adalah fasilitas]
– Item ini merangkum konten ketiga faktor sekaligus
– Item ini ambigu, memiliki dua makna, dosen sebagai
objek? atau jabatan?
– Item ini punya pemaknaan moral, diduga karena isu
dehumanisasi
33. (gF)TRUNCATED
BELIEF
(Schommer-Aikins, 2004)
• It has been hypothesized with this particular
belief, an extreme truncated belief in the stability
of knowledge, would lead to either
• Rigid/non-adaptive thinking
– (Knowledge never changes, hence, I cannot
learn anything that is inconsistent with what
I already know) or
• Noncommittal/Indecisive thinking
– (Knowledge is in constant flux with no end in
sight)
• The truncated rigid thinking would limit learning
to that which fits into prior knowledge acquired
earlier in life at the least, or failure to transition
to cognitive maturity at the worst
• Noncommittal thinking could lead to an inability
to make decisions (or gullibility to follow
everyone else’s decisions) at the least, or to a
mental breakdown at the worst
Truncated (Adj) : similar to abbreviate,
“cut-off”, mutilated, curtail. etc.
Perry suggested in 1968, the
epistemological belief system theory
asserts that as learners’ beliefs
mature, their beliefs become more
encompassing with a strong tendency
toward one side of a continuum
Defined as :
Degree of Individual’s fixated
believe that knowledge is
certain and stable.
Capturing individual degree of
subjective trust on assertions,
reputation, and adherence towards
authorities.
34. Dimensions of
Truncated Belief
– Student’s Perceived Credibility
• Individual perception about credibility of an informant
(educator) whom perceived as authority figures in
educational context
– Student ‘s Perceived Trust towards Authority’s
Projected Confidence
• Degree of individual trust towards authority’s projected
confidence when transferring knowledge in educational
context
– Student’s Obedience
• Degree of individual obedience towards authority figures in
educational context
35. To be continue..
• Study 5 :
5a : Truncated Belief Model CFA
5b : In search of Validity, Truncated Belief : Link
with Cognitive Style, Power-Distance, Source
Miscalibration, Epistemic Curiosity, Critical
Thinking Ability & Cognitive Flexibility
• Study 6 :
Emergence of Intervention. Blinded by Trust?
37. References
• Barchfeld, P., & Sodian, B. (2009). Differentiating theories from evidence: The development of
• argument evaluation abilities in adolescence and early adulthood. Informal Logic, 29, 396–416.
• Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service
teacher education students. Teaching in Higher Education, 6(2), 248–268.
• Baxter Magolda, M. B. (2004). Evolution of a constructivist conceptualization of epistemological
reflection. Educational Psychologist, 39(1), 31–42.
• Boyes, M. C., & Chandler, M. (1992). Cognitive development, epistemic doubt, and identity formation
in adolescence. Journal of Youth and Adolescence, 21, 277–304. doi:10.1007/ BF01537019.
• Brownlee, J. (2004). Teacher education students’ epistemological beliefs: Developing a relational
model of teaching. Research in Education, 72, 1–17.
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about
knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140.
• Kitchener, R. (2002). Folk epistemology: An introduction. New Ideas in Psychology, 20, 89–105.
• Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of
Educational Psychology, 82(3), 498–504.
• Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the
embedded systemic model and coordinated research approach. Educational Psychologist, 39, 19–29.
• Schommer-Aikins, M., & Easter, M. (2009). Ways of knowing and willingness to argue. The Journal of
Psychology, 143(2), 117–132.
• Steup, M. (2006, January 16). The analysis of knowledge. Retrieved December 13, 2008 from
http://plato.stanford.edu/entries/knowledge-analysis/