Thursday, June 28, 2007
Java Resource Link
http://www.download.com/Java-2-Platform-Standard-Edition-J2SE-Runtime-Environment-JRE-5-0/3000-2417_4-10495818.html?tag=lst-0-1
Tuesday, June 26, 2007
Inference discussion items
Humans automatically "fill-in the blanks" whenever we hear a story, and don't usually try to separate what we know "for sure" from what we infer "for sure". Once a person makes an inference, s/he is reluctant to accept that it might not be true.
Uncritically accepting an inference makes it easier to accept related inferences as true.
Uncritically accepting an inference makes it likely a person will reject conflicting inferences.
Arguments, even wars, can result from a failure to examine and verify inferences.
Any given inference can prove to be true.
Any given inference can prove to be false.
Once you begin thinking about an observation, many possible inferences from it come to mind.
Contradictory inferences can be drawn from the same observation.
Uncritical Inference Test: Billy and Tom
The Story
Billy and Tom were lifelong friends. Everything they did was with the other in mind. They had even considered going into the ministry together, but had decided against it at the last minute.
Both were happy with the way things had worked out for them in the army. They had joined on the "buddy system" to insure that they could stay together, and that their friendship would continue. Currently, they were stationed at Camp Bingo, a minor supply base in a war zone, miles away from enemy action.
Things couldn't have been more perfect for the two of them.
One day while the two were on a routine patrol just outside the camp, an enemy soldier suddenly appeared in the bushes and opened fire. At least one of the bullets hit Billy.
Seeing Billy fall, Tom turned just in time to witness the sniper run off. Tom raised his rifle and took aim. He pulled the trigger, but there was no shot. His rifle had jammed. In an instant, he was in pursuit.
Moments later, he spotted the sniper who lay writhing in pain on the ground. The sniper had fallen after breaking a leg when he tripped on a prominent tree root overgrown with weeds. As Tom approached, the sniper began to yell, "I surrender! I surrender!"
Tom glanced over his shoulder in Billy's direction, then approached the sniper.
The Statements
____ 1. Billy and Tom had been friends all of their lives.
____ 2. Both had doubts about their religious beliefs.
____ 3. The sniper spoke English well.
____ 4. Tom and Billy graduated high school together.
____ 5. When the sniper opened fire, Billy and Tom were side by side.
____ 6. Tom walked with a limp.
____ 7. In his anger over Billy's death, Tom wanted to kill the sniper with his bare hands.
____ 8. Tom and Billy were unhappy in the Army.
____ 9. Had the sniper not lost his rifle when he tripped, he would not have wanted to surrender.
____ 10. Tom cleaned his rifle regularly.
____ 11. Camp Bingo was not in the United States.
____ 12. Camp Bingo was a dangerous place.
____ 13. The sniper was working alone.
____ 14. Another member of Billy and Tom's patrol stopped the sniper by shooting him as he was running off.
____ 15. Tom approached the sniper as he lay writhing in pain on the ground.
Billy and Tom were lifelong friends. Everything they did was with the other in mind. They had even considered going into the ministry together, but had decided against it at the last minute.
Both were happy with the way things had worked out for them in the army. They had joined on the "buddy system" to insure that they could stay together, and that their friendship would continue. Currently, they were stationed at Camp Bingo, a minor supply base in a war zone, miles away from enemy action.
Things couldn't have been more perfect for the two of them.
One day while the two were on a routine patrol just outside the camp, an enemy soldier suddenly appeared in the bushes and opened fire. At least one of the bullets hit Billy.
Seeing Billy fall, Tom turned just in time to witness the sniper run off. Tom raised his rifle and took aim. He pulled the trigger, but there was no shot. His rifle had jammed. In an instant, he was in pursuit.
Moments later, he spotted the sniper who lay writhing in pain on the ground. The sniper had fallen after breaking a leg when he tripped on a prominent tree root overgrown with weeds. As Tom approached, the sniper began to yell, "I surrender! I surrender!"
Tom glanced over his shoulder in Billy's direction, then approached the sniper.
The Statements
____ 1. Billy and Tom had been friends all of their lives.
____ 2. Both had doubts about their religious beliefs.
____ 3. The sniper spoke English well.
____ 4. Tom and Billy graduated high school together.
____ 5. When the sniper opened fire, Billy and Tom were side by side.
____ 6. Tom walked with a limp.
____ 7. In his anger over Billy's death, Tom wanted to kill the sniper with his bare hands.
____ 8. Tom and Billy were unhappy in the Army.
____ 9. Had the sniper not lost his rifle when he tripped, he would not have wanted to surrender.
____ 10. Tom cleaned his rifle regularly.
____ 11. Camp Bingo was not in the United States.
____ 12. Camp Bingo was a dangerous place.
____ 13. The sniper was working alone.
____ 14. Another member of Billy and Tom's patrol stopped the sniper by shooting him as he was running off.
____ 15. Tom approached the sniper as he lay writhing in pain on the ground.
Monday, June 25, 2007
Critical Thinking Links from Text
Text Online site:
http://highered.mcgraw-hill.com/sites/0072473762/information_center_view0/
http://highered.mcgraw-hill.com/sites/0072473762/information_center_view0/
Sunday, June 24, 2007
Friday, June 22, 2007
Student Blogs
Joey's CT Blog:
http://joeyblink.blogspot.com/
Irene's CT Blog:
http://aiyuncheng.blogspot.com/
Arleigh's Blog:
http://ablog4ct.blogspot.com/
Mathew's Blog:
http://mathewct.blogspot.com/
Yolanda's Blog:
http://yolandayuan.blogspot.com/
Bobby's Blog:
http://bmopn.blogspot.com/
Josh's Blog:
http://mycriticalthinking.blogspot.com/
Mogi's Blog:
http://onon-onon.blogspot.com/
Cook's Blog:
http://2cookie.blogspot.com/
Noom's Blog:
http://noomcthink.blogspot.com/
Fuat's Blog:
http://fuatscritic.blogspot.com/
Jade's Blog:
http://jadequianalearn.blogspot.com/
Benji's Blog:
http://tempo-benji.blogspot.com/
http://joeyblink.blogspot.com/
Irene's CT Blog:
http://aiyuncheng.blogspot.com/
Arleigh's Blog:
http://ablog4ct.blogspot.com/
Mathew's Blog:
http://mathewct.blogspot.com/
Yolanda's Blog:
http://yolandayuan.blogspot.com/
Bobby's Blog:
http://bmopn.blogspot.com/
Josh's Blog:
http://mycriticalthinking.blogspot.com/
Mogi's Blog:
http://onon-onon.blogspot.com/
Cook's Blog:
http://2cookie.blogspot.com/
Noom's Blog:
http://noomcthink.blogspot.com/
Fuat's Blog:
http://fuatscritic.blogspot.com/
Jade's Blog:
http://jadequianalearn.blogspot.com/
Benji's Blog:
http://tempo-benji.blogspot.com/
Thursday, June 21, 2007
TFY Text Link
Companion site for TFY 7th Edition
http://www.heinle.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=141301772X&discipline_number=300
http://www.heinle.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=141301772X&discipline_number=300
Wednesday, June 20, 2007
Student Work (examples: Picasa, html, Flash)
Map album at Picasa:
Irene CRCB C1 PDF:
http://www.docsyl.com/Cthink%20Maps/CRCB%20C1.pdf
Irene Flash:
http://www.docsyl.com/Cthink%20Maps/Irene%20CRCB%20C1%20f9%20flash1.html
Joey TFY C1 Gloss PDF:
http://www.docsyl.com/Cthink%20Maps/Critical_Thinking_[Joey][1].pdf
 |
| CThink Maps |
Irene CRCB C1 PDF:
http://www.docsyl.com/Cthink%20Maps/CRCB%20C1.pdf
Irene Flash:
http://www.docsyl.com/Cthink%20Maps/Irene%20CRCB%20C1%20f9%20flash1.html
Joey TFY C1 Gloss PDF:
http://www.docsyl.com/Cthink%20Maps/Critical_Thinking_[Joey][1].pdf
Tuesday, June 19, 2007
Friday, June 15, 2007
Reading Exercise: Sehtolc Gnihsaw
Sehtolc Gnihsaw
The procedure is actually quite simple. First, you arrange the items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.
The procedure is actually quite simple. First, you arrange the items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.
Box Quiz
1. exxposure | 2. dashotrk | 3. left chicken | 4. the ears wet |
5. gegs sgeg ggse | 6. YYY men | 7. f f r r i standing i e miss e n n d d s s | 8. s t street e e t |
9. fi$$$st | 10. p i a n o | 11. dark fun | 12. sec ond |
13. nia g a r a | 14. tified with iron tified with iron tified with iron tified with iron | 15. p a y m e n t | 16. Get me |
17. s a n d s a a n n d d s a n d s | 18. cycle cycle cycle | 19. 0 Ph.D. M.A. B.A. | 20. t o w n |
Tuesday, June 12, 2007
Mind Maps Links
Freemind link
http://freemind.sourceforge.net/wiki/index.php/Main_Page
Cmind from Institute for Human and Machine Cognition
http://cmap.ihmc.us/
Theory underlying concept maps and how to construct them
Tony Buzan's Mind Map:
http://www.buzan.com.au/
http://freemind.sourceforge.net/wiki/index.php/Main_Page
Cmind from Institute for Human and Machine Cognition
http://cmap.ihmc.us/
Theory underlying concept maps and how to construct them
Tony Buzan's Mind Map:
http://www.buzan.com.au/
Wednesday, June 6, 2007
Syllabus
ENGLISH 75 Syllabus Lincoln University
CRITICAL THINKING
Dr. Sylvia Y. R. Schoemaker profsylvia@gmail.com
Units: 3
Office hours: T-Th, 9-9:30, 12:15-1, by arrangement
Phone: 510.628.8036
Course Blog: 4cthink.blogspot.com
Objectives:
Students will develop their cognitive skills and enhance their communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course will incorporate the following University learner and institutional goals:
University learner goals 1 -6, and specifically (3.2) To examine objectively various sides of issues; (3.3) To utilize the procedures involved in systematic problem solving; and in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, oral and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4
Catalog Course Description
ENG 75- CRITICAL THINKING (UNIVERSITY COURSE LISTING) Consideration of cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. Course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness. (3 units)
Methods and Materials
A cooperative learning model will be employed. Small group and individual discovery exercises and presentations will augment lectures, class discussions and applications.
Emphasis will be on a systems approach to analysis and solution of complex problems, a conceptual approach to issues in problem definition, goal determination and measurement of effectiveness.
Required Texts:
(TFY) Mayfield, Marlys. Thinking for Yourself. 6th Edition. Boston: Heinle, 2004. (ISBN: 0-8384-0735-8)
(CRCB) Daiek,Deborah and Macomb, Nancy. Critical Reading for College and Beyond. McGraw-Hill, 2004. (ISBN: 0072473762)
Recommended Text:
(CPS) Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. ISBN: 1-884585-43-4
Student Responsibilities:
Students are expected to attend class, be punctual, follow classroom decorum, complete assignments, participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.
Evaluation
Students will be evaluated on the basis of all assignments, exercises, class participation, portfolios, midterm and final presentations; extra credit work/journals. Student course productivity will be averaged in appropriate proportions in determining the final grade along the following guidelines:
Classroom work:
Attendance, punctuality, decorum 10%
Productive classroom participation 10%
Class quizzes, exercises 15%
Individual/ group presentations 10%
CRITICAL THINKING
Dr. Sylvia Y. R. Schoemaker profsylvia@gmail.com
Units: 3
Office hours: T-Th, 9-9:30, 12:15-1, by arrangement
Phone: 510.628.8036
Course Blog: 4cthink.blogspot.com
Objectives:
Students will develop their cognitive skills and enhance their communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course will incorporate the following University learner and institutional goals:
University learner goals 1 -6, and specifically (3.2) To examine objectively various sides of issues; (3.3) To utilize the procedures involved in systematic problem solving; and in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, oral and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4
Catalog Course Description
ENG 75- CRITICAL THINKING (UNIVERSITY COURSE LISTING) Consideration of cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. Course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness. (3 units)
Methods and Materials
A cooperative learning model will be employed. Small group and individual discovery exercises and presentations will augment lectures, class discussions and applications.
Emphasis will be on a systems approach to analysis and solution of complex problems, a conceptual approach to issues in problem definition, goal determination and measurement of effectiveness.
Required Texts:
(TFY) Mayfield, Marlys. Thinking for Yourself. 6th Edition. Boston: Heinle, 2004. (ISBN: 0-8384-0735-8)
(CRCB) Daiek,Deborah and Macomb, Nancy. Critical Reading for College and Beyond. McGraw-Hill, 2004. (ISBN: 0072473762)
Recommended Text:
(CPS) Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. ISBN: 1-884585-43-4
Student Responsibilities:
Students are expected to attend class, be punctual, follow classroom decorum, complete assignments, participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.
Evaluation
Students will be evaluated on the basis of all assignments, exercises, class participation, portfolios, midterm and final presentations; extra credit work/journals. Student course productivity will be averaged in appropriate proportions in determining the final grade along the following guidelines:
Classroom work:
Attendance, punctuality, decorum 10%
Productive classroom participation 10%
Class quizzes, exercises 15%
Individual/ group presentations 10%
| Week | TFY | CRCB | ||
| 1 Th 6/7 | Observation | 1 | Reading | 1 |
| Word Precision | 2 | Vocabulary | 2 | |
| 2 Th 6/14 | Facts | 3 | Memory | 3 |
| Inferences | 4 | Time | 4 | |
| 3 Th 6/21 | Assumptions | 5 | Main Ideas | 5 |
| Opinions | 6 | Details | 6 | |
| 4 Th 6/28 | Evaluations | 7 | Inference | 7 |
| MT Portfolio | Review | Texts | 8 | |
| Viewpoints | 8 | PSR Strategies | 9 | |
| 5 Th 7/5 | Argument | 9 | Marking Advanced Strategies | 10. 11 |
| 6 Th 7/12 | Fallacies | 10 | Arguments | 12 |
| Inductive Reasoning | 11 | Cognitive Domain | 13 | |
7 T /17
| Deductive Reasoning Final | 12 | Evaluating Internet Resources | 14 |
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