Virtual text and new habits of mind

2006 ◽  
pp. 25-53 ◽  
Author(s):  
Patricia A. Carlson
Keyword(s):  
Habits Of Mind

Habits of Mind as a Framework for Assessment in Music Education

2019 ◽  
pp. 201-224
Author(s):  
Jillian Hogan ◽  
Ellen Winner
Keyword(s):  
Music Education ◽  
Arts Education ◽  
Habits Of Mind ◽  
Public High School ◽  
Student Agency ◽  
Thinking Dispositions ◽  
Music Classroom ◽  
Music Ensembles ◽  
School Music ◽  
High School Music

Music making requires many kinds of habits of mind—broad thinking dispositions potentially useful outside of the music room. Teaching for habits of mind is prevalent in both general and other areas of arts education. This chapter reports a preliminary analysis of the habits of mind that were systematically observed and thematically coded in twenty-four rehearsals of six public high school music ensembles: band, choir, and orchestra. Preliminary results reveal evidence of eight habits of mind being taught: engage and persist, evaluate, express, imagine, listen, notice, participate in community, and set goals and be prepared. However, two habits of mind that the researchers expected to find taught were not observed: appreciate ambiguity and use creativity. These two nonobserved habits are ones that arts advocates and theorists assume are central to arts education. The chapter discusses how authentic assessment of habits of mind in the music classroom may require novel methods, including the development of classroom environments that foster additional levels of student agency.

Re-thinking morbidity and mortality

Diagnosis ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Sumner Abraham ◽  
Andrew Parsons ◽  
Brian Uthlaut ◽  
Peggy Plews-Ogan
Keyword(s):  
Cognitive Biases ◽  
Diagnostic Errors ◽  
Dual Process ◽  
Morbidity And Mortality ◽  
Dual Process Theory ◽  
Habits Of Mind ◽  
Thought Processes ◽  
University Of Virginia ◽  
Self Reflection ◽  
The University

AbstractDespite the breadth of patient safety initiatives, physicians talking about their mistakes to other physicians is a difficult thing to do. This difficulty may be exacerbated by a limited exposure to how to analyze and discuss mistakes and respond in a productive way. At the University of Virginia, we recognized the importance of understanding cognitive biases for residents in both their clinical and personal professional development. We re-designed our resident led morbidity and mortality (M&M) conference using a model that integrates dual-process theory and metacognition to promote informed reflection and analysis of cognitive diagnostic errors. We believe that structuring M&M in this way builds a culture that encourages reflection together to learn our most difficult diagnostic errors and to engage in where our thought processes went wrong. In slowly building this culture, we hope to inoculate residents with the habits of mind that can best protect them from harmful biases in their clinical reasoning while instilling a culture of self-reflection.

scholarly journals XI. Remarks on colour-blindness

1860 ◽  
Vol 10 ◽  
pp. 72-84 ◽  
Keyword(s):  
General Education ◽  
Colour Vision ◽  
Habits Of Mind ◽  
Valuable Contribution ◽  
The Subject ◽  
Colour Blindness

I consider this paper as in many respects an exceedingly valuable contribution to our knowledge of the curious subject ot colour-blindness—1st, because it is the only clear and consecutive account of that affection which has yet been given by a party affected, in possession of a knowledge of what has yet been said and written on it by others, and of the theories advanced to account for it, and who, from general education and habits of mind, is in a position to discuss his own case scientifically; and 2ndly, for the reasons the author himself alleges why such a person is really more favourably situated for describing the phenomena of colour-blindness, than any normaleyed person can possibly be. It is obvious that on the very same principle that the latter considers himself entitled to refer all his perceptions of colour to three primary or elementary sensations—whether these three be red, blue, and yellow, as Mayer (followed in this respect by the generality of those who have written on colours) has done, or red, green, and violet, as suggested by Dr. Young, reasoning on Wollaston’s account of the appearance of the spectrum to his eyes—on the very same principle is a person in Mr. Pole’s condition, or one of any other description of abnormal colour-vision, quite equally entitled to be heard, when he declares that he refers his sensations of colour to two primary elements, whose combination in various proportions he recognizes, or thinks he recognizes, in all hues presented to him, and which, if he pleases to call yellow and blue, no one can gainsay him; though, whether these terms express to him the same sensations they suggest to us, or whether his sensation of light with absence of colour corresponds to our white, is a question which must for ever remain open (although I think it probable that such is really the case). All we are entitled to require on receiving such testimony is, that the party giving it should have undergone that sort of education of the sight and judgement , especially with reference to the prismatic decomposition of natural and artificial colours, for want of which the generality of persons whose vision is unimpeachably normal, appear to entertain very confused notions, and are quite incapable of discussing the subject of colour in a manner satisfactory to the photologist.

A Typology for an Online Socrates Café

2016 ◽  
Vol 118 (5) ◽  
pp. 1-26
Author(s):  
Jody S. Piro ◽  
Gina Anderson
Keyword(s):  
Civil Society ◽  
Common Good ◽  
Online Discussion ◽  
The United States ◽  
Habits Of Mind ◽  
Learning Spaces ◽  
Theoretical Frameworks ◽  
Integrative Framework ◽  
Civil Discourse ◽  
Democratic Learning

Background/Context Increased polarization of viewpoints in the United States may have detrimental consequences for democratic pedagogy. The goals of civil society require a reliance on democratic values, and active participation is necessary for a strong civil society that demands the common good be deliberated in democratic ways. Discussion as pedagogy has been advanced for furthering democratic learning spaces in higher education with adults and in teacher education programs. Opportunities to participate in democratic discussions may also be created in online courses to prepare students who are literate in multiculturalism and an inclusive society. Engaging students in discussion that facilitates diverse perspectives and that challenges taken-for-granted assumptions is necessary. Purpose This article explores the theoretical frameworks of a pedagogy of process called a Socrates Café, resulting in a typology for an online Socrates Café. This framework may assist instructors to create and sustain purposeful online discussion forums that engage students in deliberative discussion to develop democratic learning spaces and civil discourse. If democratic pedagogies are enhanced when people deliberate in online discussions by sharing their reasoning with each other, listening to competing points of view, considering new evidence, and treating one another as political equals, then the Socrates Café has much to offer as a pedagogical process. Research Design Drawing on scholarship from key pedagogical and dispositional components, this analytical essay offers a typology that finds its theoretical roots in several areas, including: philosophical forum, discussion and dialogue, critical inquiry, habits of mind, intellectual traits, critical reflection, and civil discourse. Findings/Results From both the pedagogical and dispositional components of the Socrates Café, we develop an integrative framework for guiding the creation and ongoing development of an online discussion. Our purpose in creating the framework was to determine those pedagogical and attitudinal dispositions that were foundational elements of the online Socrates Café: clarity of thinking and other habits of mind; attitudes of empathy, confidence, open mindedness and scholarliness; and questioning and dialogue. Conclusions/Recommendations This essay concludes that the online Socrates Café is fraught with unavoidable contradictions resulting in a pedagogy of process that is negotiated and dynamic, but also purposeful and intentional. The integrative framework proposed in this work assists students to examine who they are as scholars, practitioners, and members of a democratic society. The inherent tensions between the competing values that situate the Socrates Café make it a complex pedagogy that invites students to encounter issues that surpass the self and connect them with larger societal problems, enhancing the potential for discussions that are purposeful and result in an expansion of perspectives. Supporting students as they negotiate these and other contradictions and paradoxes in a functional Socrates Café has immense potential for facilitating democratic spaces in pedagogy for civil discourse.

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