1.) The three stages of knowing are‚ the Garden of Eden‚ Anything Goes‚ and Thinking Critically. The Garden of Eden stage is stage one‚ and people in this stage tend to see in black and white. That they believe what they are told‚ by authority figures. Anything Goes is stage two‚ and it is more open minded. Authority doesn’t really matter to people in this stage. All ideas in this stage are equal for the most part. Lastly‚ the last stage of thinking is Thinking Critically. In this stage it is very
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Week 2 Lesson 1 Critical Thinking Amanda Pochatko Obstacles to CT Critical Thinking is hard and requires awareness‚ practice‚ and motivation Two main categories of obstacles Psychological (how we think) Philosophical (what we think) Psychological Obstacles No one is immune to these types of obstacles Our fears‚ attitudes‚ motivations‚ and desires all play into this category of obstacles Can be countered with awareness 1 Week 2 Lesson 1 I often doubt my view of things. I don’t
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Gerry Mark S. Gubantes CAS 2013-33630 B1-1R 01-21-2014 Our universe has the general tendency to move from order to disorder. And yet look at how complex we are. The puzzle becomes: How does our universe creates complexity? David Christian said‚ “The universe can create complexity but with great difficulty.” According to him‚ we live in the “goldilocks region” of our universe – not too hot‚ not too cold‚ but just right for the creation of complexity. Then‚ things slightly more complex started
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The Concrete Operational Stage Jean Piaget was a psychologist who was originally from Switzerland. He found five consistent systems within certain broad age3 ranges. The five stages are: 1. Sensorimotor stage-ages 0-2 2. Preoperational stage-ages 2-7 3. Concrete operations stage-ages 7-11 4. Formal operations stage-ages 11-16 5. Late formal operations stage-ages 16 to adulthood In this paper I have concentrated on school age children‚ ages seven to eleven who are in the concrete operational stage
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As a philosophical matter in jurisprudence‚ personhood explains the rights and duties of a person within the law’s boundaries. In the past‚ only human beings have been accorded this identity‚ which means that non-human agents are not recognised by the law and so cannot legally protect themselves from threats (natural or manmade). However‚ the line-up behind the new concept‚ accelerating trends towards cybernetics‚ and well-ingrained social habits of thought has produced a profound change in where
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Ties that Bind: Enhanced Social Awareness Development Through Interactions with Diverse Peers by Shirley R. Greene Mark Kamimura University of Michigan Paper presented at the Annual Meeting of the Association for the Study of Higher Education Portland‚ Oregon‚ November 12-15‚ 2003 The work reported herein is supported under the National Institute for Student Achievement‚ Curriculum and Assessment program‚ agreement number R305T990402-00‚ CFDA/Subprogram No.:84.305T‚ as administered by the
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Introduction to Consumer Behavior What is Consumer behavior? – pg 6-8 Consumer Behavior The study of individuals‚ groups‚ or organizations and the processes they use to select‚ secure‚ use‚ and dispose of products‚ services‚ experiences‚ or ideas to satisfy needs and the impacts that these processes have on the consumer and society. Application of consumer behavior – pg 9-11 1) Marketing Strategy 2) Regulatory Policy Social Marketing The application of marketing strategies and tactics
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Assignment two Personal reflection about Cross-cultural Communication and interaction Executive summary The report is aimed to reflect on the researcher’s personal experience during the module by combining relevant academic theories and concepts. It first explores the application of Cross-Cultural Theory and Concepts to the PALS groups. Second‚ it focuses on the reflection from perspective of self and other individuals. Third‚ it focuses on reflecting on the cross-cultural interaction. Fourth
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Effect of Baroque Music on Performance in Math Problem Solving Task among Grade Six Pupils of Zamboanga City State Polytechnic College A Research Proposal Submitted to the Faculty College of Liberal Arts Western Mindanao State University In partial fulfillment of the requirements in Psychological Research I Submitted by: Lilibeth Grifon Christie Annie M. Jalaron Audraiza Macaraya Arlynn Mae Tangon Chapter I Introduction Students’
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Becoming a Fair-Minded Thinker Weak versus Strong Critical Thinking Critical thinking involves basic intellectual skills‚ but these skills can be used to serve two incompatible ends: self-centeredness or fair-mindedness. As we are learning the basic intellectual skills that critical thinking entails‚ we can begin to use those skills in a selfish or in a fair-minded way. For example‚ when students are taught how to recognize mistakes in reasoning (commonly called fallacies)‚ most students see
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