Identifying the best practices for critical social thinking and metacognitive thinking training

2009 ◽  
Author(s):  
Elizabeth H. Lazzara ◽  
Marissa Shuffler ◽  
Michael Rosen ◽  
Luiz Xavier ◽  
Samuel Wooten ◽  
...  
Keyword(s):  
Best Practices ◽  
Social Thinking ◽  
Critical Social

Identifying the Best Practices for Critical Social Thinking and Metacognitive Thinking Training

2009 ◽  
Vol 53 (18) ◽  
pp. 1378-1382
Author(s):  
Elizabeth H. Lazzara ◽  
Marissa Shuffler ◽  
Michael Rosen ◽  
Luiz Xavier ◽  
Samuel Wooten ◽  
...  
Keyword(s):  
Best Practices ◽  
Social Thinking ◽  
Critical Social

Critical Social Thinking Training: Best Practices for Design and Delivery

2010 ◽  
Author(s):  
Marissa L. Shuffler ◽  
Eduardo Salas ◽  
C. Shawn Burke ◽  
Rebecca Grossman ◽  
Elizabeth H. Lazzara ◽  
...  
Keyword(s):  
Best Practices ◽  
Social Thinking ◽  
Critical Social

Critical Social Thinking Training: A Framework for Design and Delivery

2011 ◽  
Author(s):  
Amanda L. Thayer ◽  
Rebecca Grossman ◽  
Marissa L. Shuffler ◽  
Shawn Burke ◽  
Eduardo Salas
Keyword(s):  
Social Thinking ◽  
Critical Social

Training Religious Leaders and Faith-Based Resources

2017 ◽  
Author(s):  
Nancy Nason-Clark ◽  
Barbara Fisher-Townsend ◽  
Catherine Holtmann ◽  
Stephen McMullin
Keyword(s):  
Social Issue ◽  
Best Practices ◽  
Empirical Data ◽  
Religious Leaders ◽  
Factors Associated ◽  
Faith Based ◽  
Critical Social

Few religious leaders feel well equipped to respond to the needs of families impacted by abuse, and neither do recent seminary graduates. There is a chasm between the needs of pastors for preparation to respond to this critical social issue and current levels of training and preparation. This chapter explores the process and content of training religious leaders to respond compassionately and with best practices to abuse in their congregations and the communities in which they serve, with reference to both empirical data and experience in offering such seminars and workshops. The chapter also examines the factors associated with the reluctance of many seminaries to equip their students for this area of ministry.

Critical social thinking

2014 ◽  
Vol 5 (2) ◽  
pp. 99-125 ◽  
Author(s):  
Rebecca Grossman ◽  
Amanda L. Thayer ◽  
Marissa L. Shuffler ◽  
C. Shawn Burke ◽  
Eduardo Salas
Keyword(s):  
Social Thinking ◽  
Critical Social

Martin Luther in Karl Marx

2016 ◽  
Author(s):  
Paul R. Hinlicky
Keyword(s):  
Karl Marx ◽  
Martin Luther ◽  
Second Temple ◽  
Family Resemblance ◽  
16Th Century ◽  
Second Temple Judaism ◽  
Future Research ◽  
Social Thinking ◽  
Ethical Critique ◽  
Critical Social

The topic of Luther in Marxism is vast and too diffuse to be useful to define issues and orient future research. However, the more limited topic of Luther in Marx is definite, manageable, and useful. If the framing of the relation between Luther and Müntzer first created by Müntzer and then adopted and popularized by Engels can be bracketed, and if the comparison of Luther and Marx is carefully controlled by Marx’s encounter with Luther texts, the result is a tacit but surprising claim by Marx to have found in Luther a predecessor in the analysis of capitalism. This surprise, however, entitles Luther to be heard afresh in his own voice in making his theological-ethical critique of mercantilism and monopoly finance in the 16th century. This new listening to Luther yields a concurrence between Luther and Marx regarding Marx’s claim that, in distinction from historical Christianity, the Marxist revolution brings an earthly, not otherworldly salvation; Luther, however, states just this difference differently, in terms of the Augustinian ordo caritatis. The double love commandment drives his own analysis of the proper Christian use of temporal goods. Beyond the exposé by Luther’s Augustinian theology of the false loves moving the civitas terrena, however, we discover the descent of critical social thinking to both Luther and Marx from the apocalyptic tradition of Second Temple Judaism. Recognizing this family resemblance makes visible the messianic divergence between the two. With this divergence clarified, new questions for Luther research arise.

scholarly journals Earthing the Anthropos? From ‘socializing the Anthropocene’ to geologizing the social

2016 ◽  
Vol 20 (1) ◽  
pp. 146-163 ◽  
Author(s):  
Nigel Clark ◽  
Yasmin Gunaratnam
Keyword(s):  
Social Research ◽  
Earth Science ◽  
Historical Change ◽  
Social Difference ◽  
Social Scientists ◽  
Social Thinking ◽  
Earth Systems ◽  
The Earth ◽  
The Social ◽  
Critical Social

Responding to claims of Anthropocene geoscience that humans are now geological agents, social scientists are calling for renewed attention to the social, cultural, political and historical differentiation of the Anthropos. But does this leave critical social thought’s own key concepts and categories unperturbed by the Anthropocene provocation to think through dynamic earth processes? Can we ‘socialize the Anthropocene’ without also opening ‘the social’ to climate, geology and earth system change? Revisiting the earth science behind the Anthropocene thesis and drawing on social research that is using climatology and earth systems thinking to help understand socio-historical change, this article explores some of the possibilities for ‘geologizing’ social thought. While critical social thought’s attention to justice and exclusion remains vital, it suggests that responding to Anthropocene conditions also calls for a kind of ‘geo-social’ thinking that relates human diversity and social difference to the potentiality and multiplicity of the earth itself.

scholarly journals Critique Skills As The Core Competency of IS Academics

10.28945/2537 ◽  
2002 ◽  
Author(s):  
Mike Metcalfe ◽  
Jonathan Wilson ◽  
Carmen Joham
Keyword(s):  
Information Systems ◽  
Systems Thinking ◽  
Core Competency ◽  
Multiple Perspectives ◽  
Social Thinking ◽  
The Core ◽  
Insight Into ◽  
Unique Core ◽  
Critical Social

This paper is about information systems (IS) academics. It seeks to suggest a unique core competency they may wish to consider developing in order to differentiate themselves from practioners. So, this paper will explore the argument that the core competency of IS academics should be a unique insight into how to critique technology related problems. There are multiple disparate critique methods that IS educators might seek to develop and apply. Examples include systems thinking, multiple perspectives, dialectic analysis and critical social thinking.

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