Critical Thinking - Science topic

Are the foundations of science rock solid? Do we really understand the cosmogonies of the Ancients upon which the development and integrity of modern beliefs rest? Has the Truth been obscured, perhaps corrupted? It is widely held that Democritus was an atomist, but what did his concepts “atom and void” and “reality” mean in those times? Have “atoms” and “matter” been objectified through “reification”; originally understood as concepts, have they become the real things that distort the devolving, reified world-view? Why were the Ancient paradigms corrupted? Is reification the world's – and the individual's – greatest problem? Does matter exist?

PLEASE NOTE:  I AM NOT THE AUTHOR OR A CO-AUTHOR OF THIS WORK    However, I commend to you this brilliant paper by Peter Eastman, written in 2014. What's wrong with Philosophy? Nothing, but it is the post-moderne philosophers that have lost touch with the legacy of ancient wisdom, in which lies the key to the locked Self. The abandonment of the principles of epistemology, most notably Critical Thinking in modern scholarship and education, has rendered philosophers impotent to affect real metaphysical inquiry and a meaningful understanding of one's existence; one's ontological dilemma. Of course, no-one wants to discuss the bull in the China shop: the stampede to concept and fallacy reification in 21st-century academia. Or, do we? The Humanities are under attack from without, probably due to the expensive drivel and meaningless, self-serving output that Ivory Towers churn. Perhaps the answer is in the deceptive methodology (a posteriori logic), the vacuous speculations, overt manipulation and dissent ping-pong which have provided fruitful pickings for scholarly enterprise; Ivory Towers must be maintained and defended, at any cost, it seems. Perhaps pay-rolled philosophy professionals portray pointlessness purposely? You are invited to join the discussion group as one looks forward to your comments and contributions. In Xenia. JW

How does physics learning help develop critical thinking?

1. How can autoethnography serve as a powerful tool for exploring and resolving cultural conflicts, especially in academic or professional environments?

2. How does imposter syndrome manifest differently across cultural contexts in academia? Are there culturally specific factors that exacerbate this feeling for international students?

3. In what ways can educators from traditional, rote-learning-based cultures incorporate critical thinking in their classrooms without undermining cultural values of respect for authority?

Approved Research Title:

Contextualized Lesson Planning and Its Impact on Critical Thinking and Textual Analysis in English Language Comprehension

Your comment is valuable

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So many classroom roles and regulations are employed to get better results according to standards set by each society, but as we know, the excess of everything is bad. The imposing of rules without proper approaches causes negative consequences, like

Forced Obedience, Reduced Individuality (Rose, 2022)

Over-reliance on Authority and less Critical Thinking (Gilliom, 2008)

Suppresses Spontaneity, Inhibits Open Dialogue (Rose, 2022)

Limits Spontaneity, Suppresses Challenging Authority (Gilliom, 2008)

Suppresses Movement, Leads To Disengagement (Gilliom, 2008)

Overemphasis On Distance, Stifles Bonding (Gore, 1995)

Over-regulation, Superficial Integration (Gilliom, 2008)

Obsession With Cleanliness, Punitive Actions (Rose, 2022)

Punishes Slower Learners, Creates Anxiety (Gilliom, 2008)

Over-policing, Fear Of Failure (Gore, 1995)

Over-Regulation Stifles Creativity (Gilliom, 2008)

Over-Control, Frustration (Gore, 1995)

Over-caution stifles Physical Freedom (Gilliom, 2008)

Suppresses Disagreement, Reduces Spontaneity (Gilliom, 2008)

Silences Students, Reduces Creativity (Rose, 2022)

Force false positivity, stifle expression (Gilliom, 2008), and the continuous supervision of proper approaches are difficult due to human weaknesses. How can we apply the classroom rules to maximize the benefits for the coming generation?

I am currently conducting a thesis on the relaion of teachers tPACK and students critical thinking skills

This question probes into the evolving relationship between AI and research, aiming to assess whether AI is enhancing the research landscape or if it risks diluting the quality of human-driven intellectual work. With AI tools increasingly being used for data analysis, literature reviews, and even drafting research papers, concerns arise about over-reliance on these technologies. It’s important to consider the potential threats posed by AI in terms of originality, depth of analysis, and the development of critical thinking skills.

What to avoid and what to consider?????????

How strong is the correlation between critical thinking skills and a disposition towards critical thinking?

In modern education, how to effectively balance the imparting of knowledge with the cultivation of students' critical thinking skills?

Every parent wants their wards to excel in the professional world. Students will not benefit professionally until or unless schools inform their students of their Vision and Mission statements.

Is critical thinking important? Why or why not?

to identify themes in question with APA style references

SDGs = UN' Sustainable Development Goals

HEI = Higher Education Institutions

If any relation is detected, you should specify which these are and how they work or must be working. You can give any ideas to optimize this processes or actions.

How do integrating online games into classroom settings can have a significant impact on the development of problem-solving skills and critical thinking among students with different learning styles?

The concept of peace education is designed to promote harmony around the world by instilling values, attitudes, and behaviors that foster a culture of peace. It involves teaching individuals about conflict resolution, empathy, cooperation, and respect for diversity. By addressing the root causes of violence and conflict, peace education aims to create understanding and tolerance among people of different backgrounds and cultures. This approach encourages critical thinking and problem-solving skills, enabling individuals to resolve disputes non-violently and contribute to peaceful communities. Ultimately, peace education seeks to build a more just and harmonious global society by empowering individuals to act as agents of peace in their daily lives.

Disinformation is currently the most frequently cited problem occurring in social media from which children and young people gain knowledge. Companies engage advertising companies that specialize in running online advertising campaigns, in which advertising spots, videos and banners informing people about promotional offers for products and services sold are posted on social media. The aforementioned online social media are also viewed by children and teenagers. For some of these social media, the primary audiences for profiled information and marketing messages are mainly school-aged youth. Children and adolescents are particularly susceptible to the influence of information transferred through the aforementioned online media. Advertisements are thematically profiled to correlate with issues that are in the field of the main interests of children and adolescents. Unfortunately, many offers of various products and services promoted through online advertising campaigns are not suitable for children and adolescents and/or generate a lot of negative effects. Nowadays, applications based on generative artificial intelligence technology, intelligent chatbots, are increasingly used to generate banners, graphics, photos, videos, animations, advertising spots. With the help of these tools, which are available on the Internet, it is possible to create a photo, graphic or video on the basis of a written command, i.e. a kind of digitally generated works of such high graphic quality that it is very difficult to determine whether they are, for example, authentic photos taken with a camera or smartphone or are supposedly photos generated by an intelligent chatbot. It is especially difficult to resolve this kind of issue for children and young people who view these kinds of artificial intelligence technology-generated "works" used in banners or advertising videos. It is necessary, therefore, that education should develop in children the ability to think critically, to ask questions, to question the veracity of the content of advertisements, not to accept uncritically everything found in online social media. It is essential to add the issue of learning critical thinking to the process of educating children and young people. The goal of such education should be, among other things, to develop in children and young people the ability to identify disinformation, including the increasingly common factoids, deepfakes, etc. in online social media. In connection with the fact that in the creation of disinformation occurring mainly in the aforementioned social media are involved applications based on artificial intelligence, so children and adolescents should, within the framework of education, learn about the applications available on the Internet based on generative artificial intelligence technology, through which it is possible to generate texts, graphics, photos, drawings, animations and videos in a partially automated manner according to a given verbal command. This is how the applications available on the Internet based on the new technologies of Industry 4.0/5.0, including generative artificial intelligence and Big Data technologies, should be used to help develop critical thinking and a kind of resistance to misinformation in young people. During school lessons, students should learn about the capabilities of AI-based applications available on the Internet and use them creatively to develop critical thinking skills. In this way, it is possible to reduce disinformation directed through online social media towards children and young people.

I described the key issues of opportunities and threats to the development of artificial intelligence technology in my article below:

OPPORTUNITIES AND THREATS TO THE DEVELOPMENT OF ARTIFICIAL INTELLIGENCE APPLICATIONS AND THE NEED FOR NORMATIVE REGULATION OF THIS DEVELOPMENT

I described the applications of Big Data technologies in sentiment analysis, business analytics and risk management in my co-authored article:

APPLICATION OF DATA BASE SYSTEMS BIG DATA AND BUSINESS INTELLIGENCE SOFTWARE IN INTEGRATED RISK MANAGEMENT IN ORGANIZATION

In view of the above, I address the following question to the esteemed community of scientists and researchers:

And what is your opinion about it?

What is your opinion on this issue?

Please answer,

I invite everyone to join the discussion,

Thank you very much,

Best regards,

Dariusz Prokopowicz

Both concepts have deep roots in human cognitions.

Introducing Artificial Intelligence in the first year of engineering studies offers students a foundational understanding of its principles and applications. This early exposure fosters relevance, interdisciplinary skills, and prepares them for future technological demands. It cultivates critical thinking and creativity, equipping them with essential tools to tackle complex problems in diverse fields. But, what about their personal skill and learning process?

It aims at showing adequate explanation for the sake of linguistic analysis.

How does the text engagement approach enhance students' critical thinking skills in English language learning?

Peace is fundamental for the advancement and sustenance of education. When societies are plagued by conflict, war, or instability, the education sector often suffers the most. Here's why peace is crucial for education:

In conclusion, peace and education are deeply interconnected and mutually reinforcing. Investing in education can contribute to peacebuilding efforts, while peace provides the necessary conditions for education to thrive. Therefore, policymakers, educators, and community leaders must prioritize both peacebuilding and education to create a more equitable, inclusive, and peaceful world for future generations.

I would be interested in your opinions and own experiences on Jaron Lanier and Tristan Harris' case on how social platforms and the modern age of (monetized) big data manipulate behavior and deteriorate the ability to think critically in an individual.

I don't mean how sophisticated algorithms suggest the best-placed advertisings, that's a commonly known fact and everybody is aware of that nowadays.

What I mean is the perceived "stupification" of younger generations, fueled by overuse of technology in general, and social platforms in particular. The sophisticated tailoring of those platforms to the short attention spans, the mainly senseless content, the biased bubbles and so on, to me, appear to lessen the critical thinking abilities (and -willingness), paired with the Dunning-Kruger-Effect, that those who are the least informed have overwhelming confidence in their ill-informed opinions.

I have a very strong opinion on this, but it may also be biased by experiences I have made throughout the past years as an educator, and deterred by the sort of students I have worked with. I would like to see a bigger picture, not research trends.

So, what are your subjective impressions on the phone- and social platform addicted young generation and their cognitive abilities, their willingness to achieve excellence, and the influence new media has on them?

Critical thinking and problem solving are considered fundamental skills for the 21st century learner. This requires that the 21st century teacher must first of all be a critical thinker and a problem solver. To what extent do you think graduate teachers are being prepared to be critical pedagogues?

Social studies education has been increasingly marginalized in elementary education in recent years and this has made an impact on students abilities to apply critical thinking skills to social studies content when they are asked to.

A simple conception of critical thinking requirements seems to be easier than the actual practice of the skill. What can be done to shift the whole project such that there are manifest outcomes of critical thinking?

How do creative and critical thinking affects the development of 21st-century competencies?

Could generative AI really improve critical thinking skills?

How do creative and critical thinking affects the development of 21st-century competencies?

Can critical thinking be located inside or outside of heterodoxy? What would be its application in the teaching of Accounting theory and thought?

Remark_1: a PDF of this draft has been added to this discussion to allow the readers to have access to the hyperlinks.

Remark_2: this discussion is aimed at drawing attention to the seriousness of the current man-made global warming in which science has much to do in order to avoid the uncertainty spreading.

Last November 17 and 18 a very concerning fact took place for the first time in modern recorded history. The global surface air temperature exceeded in 2-degree Celsius the pre-industrial average temperature taken between 1850-1900 prior to extensive and widespread use of fossil fuels. Despite scientists assure that the observed exceeding, that happened for a limited number of days, does not mean that the Paris Agreement targets are already compromised, it is urgent and mandatory to keep a precautionary tracking of the atmosphere to dilucidated if a threshold is gaining momentum pushing the atmosphere to start working around the 2-degree Celsius atmospheric overheating, and becoming the main feature of the anthropogenic climate warming within the next ten years.

What happened last November 17 is a serious issue that cannot be overlooked nor discarded by the irresponsible "optimism" which tells things will get better because of technology-based fairy-tales, and by the institutional denialism that exist around the seriousness of the human-sparked global warming and all that has to do with its speed (or if you prefer, its rate of advancement). For those reasons, a conservative perspective will not be helpful keeping in mind the last twenty years trends in CO2 global emissions.

As expected, COP 28 was unable to leave behind its 1.5-degree Celsius goal as nothing serious is taking place with regards how fast the human-boosted warming is going to exceed the 2-degree Celsius above pre-industrial average.

Almost in parallel, the tipping points narrative has been warning humans cannot exceed the 1.5-degree Celsius, despite it is being also said that humans are "near climate tipping points". The bad news is humans still have not developed the hard models and measurements to obtain an accurate metrics of who far humans are to reach that tipping points. Furthermore, the "tipping points" discourse is too vague, and it is becoming another meaningless concept that too many in the world talk about, without having yet available any measurable parameters nor a quantifiable perception of those potential thresholds.

For decades it has been told that remote sensing and all that comes from Earth Observation (EO) systems would help to achieve a sustainable path while planning for a sustainable development (SD), and for a tough future under severe climate strikes. Tonnes of papers using satellite-provided data have been published and, no doubt of it, will keep a high rate of publishing being, so far, unable to show evidence of an overall improvement of the global situation as human dynamics seems unstoppable.

Despite the lack of a decisive global and integrative climate action will persist as one of the main features and drivers of the international system in the near term, to start thinking about implementing a global coverage alert system to inform globally when and how often the global mean Earth temperature gets closer or exceeds the 2-degree Celsius above pre-industrial average. That alert system should also have a straightforward design to display the information to obtain trends (the speed of atmospheric overheating is crucial) and frequency of that events.

That alert system should be very "sonorous". It does mean it should, among other means and devices, reach the cell phones of the people in a similar way as, for instance, earthquakes alarm systems work. In few words, each time the global mean temperature gets closer and/or exceeds the 2-degree Celsius above pre-industrial average people must know.

To make concrete progresses concerning the sense of urgency and the situational awareness among global citizens, to end with the self-deceiving attitude that can be witnessed not only in rich but middle income and poor countries too. The warming is being faster than predicted and expected. Humans lost this war twenty years ago when it was, finally, accepted that the warming was faster the previously accepted. Unfortunately, despite the huge amount of data, and the quantity of satellites orbiting Earth, it is rather an impossible task yet to provide any measure of that speed and nor agree on how humans should measure that rate of change.

It is time to end the over discussing time and get serious. It is quite advisable to carry out a sustained observing effort on what is going on in Brazil and in the middle of the Amazonia, while following the situation over there all along the summer 2023 in the Southern Hemisphere. It is important to be able to know how many times it could happen during the next six months.

It is also advisable that science make its best effort in avoiding publishing papers that provide grounds for time ambiguity. It should be a mandatory attitude to be quite clear in validating the scope and conclusions of any paper in concrete time-frames. To leave the door open for speculation regarding the timing that can be inferred from those publications exerts a very negative impact in all that pertain to figure out the right time scales for climate action globally speaking.

An explicit acknowledgment of what version, the weak or the strong, of the sustainable development (SD) concept is being framed as the main analytical tool is a complementary publishing strategy that could be of great assistance when evaluating the reach and strength of the conclusions. It is worth mentioning that the “weak” version has been adopted for so long and can be the explanatory root for the aggregate failure of both, to accomplish higher levels of sustainability and give shape to the urgent human collective self-restrain to ameliorate the response to the climate and ecological crisis.

Science is not free of being submitted to any governance regime which should be vigilant of the undesired and counterproductive effects of scientific papers on the political process that, regrettably, took the control of all that concerns to the climate discussion, and the institutions designed to institutionalize a, supposedly thought, collective action.

The bottom line is nineteen years have been lost. In December 2015 it was projected the world would reach the 1.5-degree Celsius by March 2045. Reassessed estimations are suggesting the world risk breaching that benchmark by February 2034.

Remark_3: as always I am willing to build network capabilities aimed at publishing papers with policy-implications, participate in workshop, and/or find the paths for setting the structure of a good well-funded research project.

My thesis is looking at critical thinking and being reflective by preschoolers. Part of my question states "In what ways do children (3-5 years) demonstrate reflective and critical thinking?

There seem to be many ways to measure this, so I am getting confused about which way to do this. Many pieces of literature I have read list various skills or dispositions but do not give ways to measure them.

Do you have a method you use for any aged child (as I can adapt it to this age group) and why do you feel it is the best?

Thanks

Robyn

The development of artificial intelligence, like any new technology, is associated with various applications of this technology in companies, enterprises operating in various sectors of the economy, and financial and public institutions. These applications generate an increase in the efficiency of the implementation of various processes, including an increase in human productivity. On the other hand, artificial intelligence technologies are also finding negative applications that generate certain risks such as the rise of disinformation in online social media. The increasing number of applications based on artificial intelligence technology available on the Internet are also being used as technical teaching aids in the education process implemented in schools and universities. On the other hand, these applications are also used by pupils and students, who use these tools as a means of facilitating homework, the development of credit papers, the completion of project work, various studies, and so on. Thus, on the one hand, the positive aspects of the applications of artificial intelligence technologies in education are recognized as well. However, on the other hand, serious risks are also recognized for students, for people who, increasingly using various applications based on artificial intelligence, including generative artificial intelligence in facilitating the completion of certain various works, may cause a reduction in the scope of students' use of critical thinking. The potential dangers of depriving students of development and critical thinking are considered. The development of artificial intelligence technology is currently progressing rapidly. Various applications based on constantly improved generative artificial intelligence subjected to learning processes are being developed, machine learning solutions are being created, artificial intelligence is being subjected to processes of teaching the implementation of various activities that have been previously performed by humans. In deep learning processes, generative artificial intelligence equipped with artificial neural networks is taught to carry out complex, multifaceted processes and activities on the basis of large data sets collected in database systems and processed using Big Data Analytics technology. Since the processing of large data sets is carried out by current information systems equipped with computers of high computing power and with artificial intelligence technologies many times faster and more efficiently than the human mind, so already some research centers conducting research in this field are working on an attempt to create a highly advanced generative artificial intelligence, which will realize a kind of artificial thought processes, however, much faster and more efficiently than it happens in the human brain. However, even if someday artificial consciousness technology could be created that would imitate the functioning of human consciousness, humans should not be deprived of critical thinking. Above all, students in schools should not be deprived of artificial thinking in view of the growing scale of applications based on artificial intelligence in education. The aim should be that the artificial intelligence-based applications available on the Internet used in the education process should support the education process without depriving students of critical thinking. However, the question arises, how should this be done?

In view of the above, I address the following question to the esteemed community of scientists and researchers:

What do you think about this topic?

What is your opinion on this issue?

Please answer,

I invite everyone to join the discussion,

Thank you very much,

Warm regards,

Dariusz Prokopowicz

I am finding the topic for my dissertation. I a, interested in improving my students' speaking ability by use of correlative learning methodology.

Critical thinking is preserved for humanities where "objective thinking" is the currenvy and comp advantage of sciences.

Similarly, essays, log and report Qs are currenvy of humanities. But assesment theory, mostly developed by humanities insights (it is human centered not physical environment centered) covers both.

In this excer from a module on Material and Quantum nanotechnologies, both the outcomes & assesment is evolved from the traditional.

"By he end of this module, you’ll be able to:

apply the fundamentals of quantum physics to nanomaterials and the associated emerging technologies

understand the principles and usage of common characterisation techniques in nanotechnology

demonstrate critical awareness of current research and its limitations.

Types of assessments may include:

a report (40%) – a written critical bibliography of current research trends

a report (20%) – a written structured question to an industry stakeholder

a log (40%) – a written log detailing thevcompletion of a data analysis project."

Do you think it should be more widely endorsed in physics dept masters?

In the current era of rapidly developing information technology, the technology of Industry 4. 0, the era of the fourth or perhaps already fifth technological revolution, in the situation of rapidly developing artificial intelligence technologies, building more and more perfect robots and androids, which, equipped with artificial intelligence, can perform a variety of activities until recently performed only by humans and until recently widely recognized as such, which only humans can perform, many new concepts are emerging, full of admiration for the modern technology of new applications of artificial intelligence, but also many new or well-known for many years but now growing in importance concerns about the development of artificial intelligence, including concerns about the consideration of the possibility in the future that the development of artificial intelligence will escape human control. In the context of, on the one hand, admiration and, on the other hand, concerns about the effects and directions of artificial intelligence development in the future, new intriguing questions are emerging. New questions, which, having the character of intriguing questions, activating creative reflection, motivating critical thinking, play a special role in the development of science. For example, this kind of question:

Imagine the situation that a new different but much more perfect version of something similar to ChatGPT is built, for which each person can ask only one question, what would this question be like?

Does this question have such a character, does it activate creative reflection, does it motivate critical thinking? I hope it does.

Please give an example of a question you would ask for a built new much more perfect version of something similar to ChatGPT, for which each person could ask only one question.

Please answer,

Thank you very much,

Best regards,

Dariusz Prokopowicz

I believe no.

think physics overeliance on problem calculations creates lazy thinkers, because the hase study on typical knowledge, exam archetype problems, routines etc

I think that essays are insdequate to asses physics is a misconception.

Critical thinking criteria can be assesed via difficult essay questions i.e role of proper time in SR that demand conceptual growth,synthesis, deep understanding of mathematical formulas & theory

Maybe less skills on managing formalism, but still critical thinking if a level worthy of gaining a masters and proving credentials for worthy research.

Maybe a partial skillset test to be acompanied as degree requirement, partial fulfillment, not as the core as it exists.

I think physics overeliance on problem calculations creates lazy thinkers, because the hase study on typical knowledge, exam archetype problems, routines etc

What is critical thinking?

The use of Chat GPT or any AI language model in academic writing raises several ethical considerations that should be carefully addressed.

Here are some points to consider:

Ultimately, the ethical use of Chat GPT or any AI language model in academic writing requires critical thinking, responsible use, proper attribution, and adherence to academic integrity standards. It should be seen as a tool to assist and enhance your own knowledge and understanding rather than a substitute for your own original work.

I believe physics curriculum designers are either too convervative or agnostic about the pedagogic structure.

Since critical thinking is the main feature of masters programs, physicists who insist on problem solving or advanced skills-based curricula for masters are in fact not being loyal to pedagocic theories or learning at the graduate level.

This might have consequences as, beyond the extra-IQ students, others are left at a disadvantage - even if they acquire those skills. Masters level education was always about critical thinking- and this is gained via essay-based projects on cutting edge field fronts better. Knowing physics does not imply critical thinking at higher level, as it is narcisistically assumed.

History serves as a valuable tool for comprehending the present by providing a contextual understanding of how societies and individuals have evolved over time. By studying the past, we can gain insights into the causes and consequences of events, decisions, and patterns, enabling us to make informed decisions in the present. History helps us recognize recurring patterns, identify societal strengths and weaknesses, and learn from past mistakes to build a better future.

Additionally, the study of history contributes to the development of societies and individuals in several ways. First, it fosters a sense of identity and belonging by connecting individuals to their cultural heritage and collective memory. By exploring historical narratives, individuals can develop a deeper appreciation for their roots, values, and traditions.

Furthermore, history nurtures critical thinking and analytical skills. It encourages individuals to examine multiple perspectives, evaluate evidence, and form reasoned arguments. This analytical mindset is vital for making informed judgments, engaging in public discourse, and participating actively in democratic processes.

Moreover, history teaches empathy and tolerance. By studying the diverse experiences and struggles of different societies and individuals throughout history, we gain a broader understanding of human nature, compassion for others, and an appreciation for diversity. This knowledge cultivates a more inclusive and compassionate society.

Lastly, history provides lessons for leadership and decision-making. By studying the successes and failures of past leaders and civilizations, we can glean valuable insights into effective governance, diplomacy, and conflict resolution. Historical case studies serve as a guide for present and future leaders, helping them navigate complex challenges and make informed choices.

In summary, the question regarding the importance of history in shaping the present and future, and its role in the development of societies and individuals, encourages a fruitful discussion about the multifaceted benefits that historical knowledge brings. From informing decision-making to fostering identity, critical thinking, empathy, and leadership skills, history serves as a vital cornerstone for personal growth and societal progress.

What methods have you found effective for helping students improve critical thinking skills? David Charles Wright-Carr at ResearchGate.

In my experience, some undergraduate students tend to be naive and accept information without much critical analysis. I have been experimenting with methods for teaching the basic skills of critical thinking, and I would like to read about other educators' experiences in this area.

By analyzing all the answers to the questions, we found the following:

(1) All the existing and proposed critical thinking methods are problematic

(2) The majority of suggested critical thinking proposals are personal views

(3) The majority of the answers start from the problematic solution space -- The number is Huge

(4) Some of the answers start with "Clarify the Concept" -- We think no one knows anything about the "Concept." because we discovered more than 50 innovative keys and more than 100 facets per concept, and no one knows them

(5) All the proposed answers apply only to instance-oriented scenarios and do not apply to other scenarios

(6) Some answers start with identifying the "Problem" or the "Question." (The Problem Space). The problem space is essential for critical thinking. -- Unfortunately, no one knows anything about "The Problem Space') because we are Solution-Oriented Creatures.

It used to be that people remembered the tel numbers of people they called frequently. Nowadays, tel no.'s are entered into smartphones and do not need to be remembered. Various online information services are available on smartphones and we are using them more and more. In many countries, taxi drivers are increasingly using GPS navigation and no longer have to pass an exam to know the topography and the names of all the streets in a city. Technology is increasingly relieving people of various tasks and the need to remember a lot of data. On the other hand, threats are emerging in the form of the generation of disinformation on online social media by posting pictures and videos showing 'fictitious facts' created by artificial intelligence. As deepfake is now recognised as one of the greatest threats arising from artificial intelligence applications, so it is urgently necessary to create legal regulations that regulate the proper use of artificial intelligence-based tools, including respect for copyright, when artificial intelligence creates new works, texts, graphics, etc. using various publications taken from Internet resources. How much the development of artificial intelligence and its applications will change labour markets in the future is suggested by the results of predictive and futurological analyses, according to which up to half of human jobs globally could disappear by 2050. On the other hand, surveys of a number of companies and enterprises show that over the next few years, the majority of businesses plan to carry out investment processes involving the implementation of new Industry 4.0 technologies, including artificial intelligence, into their operations. Predictive analyses and futurological visions created on their basis show that with the technological progress, along with the emergence of successive generations of artificial intelligence, more and more perfect artificial intelligence systems will be created in the next few years. In addition to this, a tool is already available on the Internet in the form of an intelligent language model based on generative artificial intelligence, which, by generating answers to questions, creates texts in an automated way, based on knowledge resources taken from a large number of Internet sites, Internet article databases, Internet book libraries, etc. On the other hand, a kind of ChatGPT creativity is not yet applied perfected, because within this creativity, "fictitious facts", i.e. nicely described events that never happened, may be described by ChatGPT in the created texts. Arguably, these imperfections in the next generations of this tool and in other ChatGPT-like intelligent, automated, digital chatbots created by subsequent technology companies will be corrected. When they are corrected, it will then become increasingly common for people to use such tools made available on the Internet by commissioning artificial intelligence to write specific texts, which will be created by the artificial intelligence in an increasingly creative manner and successively making fewer and fewer mistakes in this creative process. Consequently, humans will commission more and more complex tasks for the artificial intelligence to perform and increasingly require the use of creativity, innovation, artistry, etc. Thus, there may be another threat to humanity which may be the abandonment of performing creative activities when these activities can be performed by artificial intelligence. Thus, a new category of threat to humanity may emerge from the technological advances made by artificial intelligence. It may therefore happen in the future that the development of artificial intelligence is a threat to people's creative and critical thinking.

In view of the above, I address the following question to the esteemed community of scientists and researchers:

What do you think about this topic?

What is your opinion on this subject?

Please respond,

I invite you all to discuss,

Thank you very much,

Hoping to hear your opinions, to get to know your personal opinion, to have an honest approach to discussing scientific issues and not ChatGPT-generated ready-made answers, I deliberately used the phrase "in your opinion" in the question.

The above text is entirely my own work written by me on the basis of my research.

I have not used other sources or automatic text generation systems such as ChatGPT in writing this text.

Copyright by Dariusz Prokopowicz

Best wishes,

Dariusz Prokopowicz

ChatGPT can be a useful tool in the process of writing a PhD thesis by providing assistance, generating ideas, and aiding in the organization of information. While ChatGPT can offer guidance, it is important to note that it should not be considered a substitute for in-depth research, critical thinking, or the expertise of your thesis advisor or committee. Here are some ways you can use ChatGPT to support your thesis writing process:

1. Idea generation: ChatGPT can help generate ideas for your research topic, potential methodologies, or specific areas to explore within your field of study. You can ask questions and engage in discussions to gain insights and inspiration.

2. Literature review: ChatGPT can assist in conducting a preliminary literature review. Provide the model with relevant keywords or research questions, and it can suggest papers, authors, or areas of research to explore. Remember to independently verify and assess the sources recommended by ChatGPT.

3. Outlining and structuring: You can use ChatGPT to discuss and refine the structure of your thesis. Describe your main arguments, sections, and chapters, and seek suggestions for improving the overall organization. ChatGPT can provide feedback and help you create a coherent and logical flow of ideas.

4. Proofreading and editing: When you have a draft of your thesis, you can use ChatGPT to identify grammatical errors, sentence structure issues, or areas that need clarification. It can act as a "second pair of eyes" to help you spot mistakes and enhance the clarity of your writing.

5. Fact-checking and referencing: If you need to verify a specific piece of information or find appropriate references for your work, ChatGPT can help you search for reliable sources or provide basic facts. However, always fact-check the information it provides and ensure proper citation of sources.

6. Conceptual discussions: Engage in conversations with ChatGPT to refine your research questions, conceptual framework, or theoretical foundations. It can offer alternative perspectives or suggest additional literature to explore, contributing to the development of your thesis.

Remember that while ChatGPT can be a valuable tool, it's crucial to exercise critical thinking and independently verify any information it provides. Additionally, consult with your thesis advisor or committee regularly to ensure that your work aligns with academic standards and requirements.

Prompting ChatGPT to engage in a little critical theorising, I was presented with the following quote: "...it is crucial to approach the development and deployment of AI with caution and critical reflection. We must recognize that AI, as a product of dialectic thinking... requires human intervention, oversight, and ethical considerations to ensure that it contributes to a more just and equitable society."

Should we pay attention to such a "voice"?

In an age of residing within digital bubbles, alienation and isolation have become the 'new normal' prominent stages of our lifestyle. In this manner, our own space can be perceived as the illustrative outcome of our escapism from reality.

A Foucauldian approach to such phenomenon is the 'Heterotopian' lifestyle.

What do you think would his views on the metaverse be if he was among us right now?

To what extent will he support or reject the idea?

How would he contextualize the metaverse within the current social, political, and economic conditions?

For several years, scientists have been refining artificial intelligence technology to think the way humans think. The coronavirus pandemic accelerated the digitalisation of remote, online communication, economic and other processes. During this period, online technology companies accelerated their growth and many companies in the sectors of manufacturing, commerce, services, tourism, catering, culture, etc. significantly increased the processes of internetisation of their business, communication with customers, supply logistics and procurement processes. During this period, many companies and enterprises have increased their investments in new ICT technologies and Industry 4.0 in order to streamline their business processes, improve business management processes, etc. The improvement of artificial intelligence technologies also accelerated during this period, including, for example, the development of ChatGPT technology. New applications of machine learning, deep learning and artificial intelligence technologies in various industries and sectors are developing rapidly. For several years, research and development work on improving artificial intelligence technology has entered a new phase involving, among other things, attempts to teach artificial intelligence to think in a model like that of the human brain. According to this plan, artificial intelligence is supposed to be able to imagine things that it has not previously known or seen, etc.

In the context of this kind of research and development work, it is fundamental to fully understand the processes that take place in the human brain within what we call thinking. A particular characteristic of human thinking processes is the ability to separate conscious thinking, awareness of one's own existence, abstract thinking, the formulation of questions within the framework of critical thinking from the selective, multi-criteria processing of knowledge and information. In addition, research is underway to create autonomous human-like robots, androids equipped not only with artificial intelligence, but also with what can be called artificial consciousness, i.e. a digitally created human-like consciousness. Still not fully resolved is the question of whether a digitally constructed artificial consciousness, which is a kind of supplement to a high generation of artificial intelligence, would really consist of a humanoid cyborg, a human-like android built to resemble a human, being aware of its own existence or merely behaving as if it were thinking, as if it were equipped with its own consciousness. Highly humanoid, autonomous androids are already being built that have 'human faces' equipped with the ability to express 'emotions' through a set of actuators installed in the robot's 'face' that imitate human facial expressions, human grimaces, representing various emotional states. Androids equipped with such humanoid facial expressions combined with the robot's ability to participate in discussions on various current issues and problems could be perceived by the humans discussing them as not only highly intelligent but also as aware of what they are saying and perhaps aware of their existence. But we still don't know that even in such a situation it could be 'just' a simulation of human emotions, human consciousness, human thinking, etc. by a machine equipped with highly advanced artificial intelligence. And when, in addition, an autonomous android equipped with an advanced generation of artificial intelligence is connected through Internet of Things technology, cloud computing to knowledge resources available on the Internet in a real-time formula, and is equipped with the ability to multi-criteria, multi-faceted processing of large sets of current information performed on Big Data Analytics platforms, then almost limitless possibilities for applications of such highly intelligent robots open up.

What do you think about this topic?

What is your opinion on this subject?

Please respond,

I invite you all to discuss,

Thank you very much,

Warm regards,

Dariusz Prokopowicz

Every field of knowledge has some introductory questions, What are the starting questions of critical thinking?

1. I intend to start a research project on assessing some Arabic academic research on literary criticism, based on critical thinking requirements. Is there any rubric for assessing research based on critical thinking? If so, please provide it with me. If not, what is your recommendation?

2. If anyone interested in a joint research project for setting a rubric for such an issue, please contact me.

I would like to measure and compare the cognitive skills of students from two different high schools . Unfortunately, I can't get their test scores. So, am thinking of administrating a cognitive test to measure their cognitive skills. Am thinking maybe critical thinking test or IQ TEST.

Do you have any suggestions of short tests (30 minutes) that can be used in schools settings ?

There has been significant academic writing on the topic of ethics, looking at a large population and hypothesizing that higher standards of ethics are needed.

ESG is pushed in academia, and throughout a corporate system, generally from ruling bodies that themselves are unethical and in violation of laws.

The government is supposed to be a representative government (in the United States), and is a steward to the People. By using the structure of an institution to justify hypocrisy, doesn't that invalidate the legitimacy of the instituin itself?

When properly created laws dont fit the interests of politicians, the politicians violate the laws regularly, whether on issues of insider trading, vaccines mandates, immigration, taxes, retirement savings, or simply public service vs expecations for entitlement.

When science is clear that masks do not prevent spread of viruses that are smaller than mask filters, systems still push a non-scientific, bullying approach to force mask onto the very people that they are stewards to despite science and data to the contrary.

When free speech is a right and protected act, governed by the ultimate law of the land, how is it acceptable to any person seeking ESG, to allow censorship and cancel culture?

When insider trading is a violation of laws but federal reserve presidents and congress and senators do it regularly, there is hypocrisy and loss of legitimacy in the institutions.

When healthcare leaders receive royalty payments as incentives for directing business and prescriptions, doesn't it shake the foundations of transparency, ethics and conflicts of interest to the core?

If we want diversity, equity and inclusion in society, should we review sports team racial makeup, or is that untouchable? When "Black Lives Matter" is painted on basketball courts for a season, should Hispanics, Whites, Asians feel racially slurred?

Why are there "ladies night out" specials in an age that fought against gender preferences?

Why are 30% of government contracts withheld for people based on gender and race?

Hypocrisy is ruining the trust and integrity in society, but the hypocrisy comes from the top, and the most hypocritical are the ones setting policy that they themselves do not adhere to.

Is humanity on a collision course with the mirror of hypocrisy, or will institutional leadership be required to end the hypocrisy from the top?

We see hypocrisy from the top at all institutions, and the most devastating aspect is that, because of the hypocrisy at the top, a culture of hypocrisy exists throughout.

As a citizen, tax payer and white male who has been questioned and censored for using free speech, critical thinking, facts, data, science and analysis, I have legitimate concerns about the lack of integrity at the top and the hypocrisy allowed by pitically connected organizations, and the consequences of such divisive, hypocritical living and bullying leads to lack of trust, and a breakdown in society. It also weakens a society, perhaps the ultimate game plan for those living the hypocrisy.

Comments?

A critical thought about "critical thinking" in engineering education...

~Mainly drawing on my experience in USA and Israel~

I have noticed the term 'critical thinking' is used in engineering education with three possible meanings. These are somewhat related, though quite distinct from each other.

I have seen how this confusion and conflation of meanings has led to unproductive discussions and to misdesigned curricula.

(a) The most common meaning I've encountered, mainly from faculty with STEM-only background (and very little, if at all, in social science), is "a set of thinking skills/cognitive approaches for addressing complex problems in engineering".

(b) There is also critical thinking in the traditional (Western) philosophical sense, i.e., the cognitive ability for making reasoned arguments. I mostly hear older people, who I guess had some more classical/liberal arts education, refer to critical thinking in this way.

(c) Finally, there are Marxist/Marxist-adjacent approaches for challenging capitalist/Western conventions, traditions, power structures, modes of thinking and being, and so forth, which also reside under this term. This meaning is normally used, in my experience, by social science people or by engineering faculty with social science education/training.

Have you encountered anything similar? Perhaps you disagree with some/all the points I have raised here? Have you heard this term used to mean something else from those meanings I have detailed above?

In my experience, some undergraduate students of Islamic Student tend to accept information without much critical analysis. I have been conducting research about critical thinking in Islam, and I would like to read about other educators about this area.

Effects of blended teaching strategy on critical thinking development and achievement of History students

1) Improve humans' quality of life?

2) Preserve the Earth and its Biodiversity in any given condition?

2) Understanding and explaining Nature and the Universe around us?

3) Support local/regional sociopolitical interests?

4) There is no specific purpose...?

5) Other (please specify)

PS: if you supply literature and/or links to other discussions, please add your opinion also.

AB

Critical thinking is supposed to be one of the important learning strategies, but many studies reported that its not associated with students academi.

what ethods the teacher can use to push students to think out of the box ?

Dear Colleagues and Friends from RG,

What do you think about it?

What's your opinion on this topic?

Please reply,

I invite everyone to the discussion,

Thank you very much,

Best regards,

Dariusz Prokopowicz

I am interested in peeragogy, but I cannot find an exact and satisfying definition of peeragogy. Is it just a collection of all learning practices of peers? Are there any papers discussing about the relations between peeragogy and critical thinking?

This survey is a part of ongoing research to develop an empowerment index for architects in architectural education at the Department of Architecture and Regional Planning, IIT Kharagpur.

Your suggestions and opinions will make a valuable contribution to the research. I would appreciate it if you could kindly spare some of your valuable time filling out the questionnaire.

How important would you consider reading Foucault for critical thinking development, or any other author you consider relevant.

number of meetings/classes, effects on critical thinking