scholarly journals CONSTITUTIVE AND DEPICTIVE CREATIVITIES IN PHILOSOPHY AND CRITICAL THINKING

2018 ◽  
Vol 11 (1) ◽  
pp. 24-40
Author(s):  
Huiyuhl YI
Keyword(s):  
Critical Thinking ◽  
Thought Experiments ◽  
Philosophical Thought ◽  
The Core

This paper expounds two types of creativities in philosophy while exploring several influential philosophical views and thought experiments. The two types of creativities include constitutive creativity and depictive creativity. Constitutive creativity refers to the capabilities required for constructing theoretical equipment or tools needed to constitute the core of a given philosophical thought. It can be assessed in terms of the appropriateness of the theoretical apparatuses used in the target idea. The embodiment of constitutive creativity is often coupled with depictive creativity. Depictive creativity refers to the abilities to cite striking examples or build narratives that support the issue at hand. The assessment of depictive creativity depends on the ingenuity of the examples or stories insofar as they positively contribute to the establishment of the desired conclusion. While elucidating the notions of constitutive and depictive creativities by examining several examples in the literature of philosophy, I highlight that critical thinking operates as the cornerstone on top of which both types of creativities may be built.

Troeltsch's Eschatological Absolute

2020 ◽  
Author(s):  
Evan F. Kuehn
Keyword(s):  
Twentieth Century ◽  
New Testament ◽  
Christian Theology ◽  
Christian Doctrine ◽  
Philosophical Thought ◽  
The Core ◽  
Divine Transcendence ◽  
The Absolute

This study argues that the core of Ernst Troeltsch’s theological project is an eschatological conception of the Absolute. Troeltsch developed his idea of the Absolute from post-Kantian religious and philosophical thought and applied it to the Christian doctrine of eschatology. Troeltsch’s eschatological Absolute must be understood in the context of questions being raised at the turn of the twentieth century by research on New Testament apocalypticism, as well as by modern critical methodologies in the historical sciences. The study is a revisionist response to common approaches to Troeltsch that read him as introducing problematic historicist and immanentist assumptions into Christian theology. Instead it argues that Troeltsch’s theological modernism presents a compelling account of the meaningfulness of history while retaining a commitment to divine transcendence that is unconditioned by history. As such, his theology remains relevant to theological research today, well beyond theological circles that normally take Troeltsch’s legacy to contribute in a constructive way to their work.

scholarly journals Analisis Kemampuan Berpikir Kritis Siswa Kelas X SMA dalam Menyelesaikan Masalah Identitas Trigonometri Ditinjau dari Gender

2018 ◽  
Vol 6 (2) ◽  
pp. 111 ◽  
Author(s):  
Syafruddin Kaliky ◽  
Fahruh Juhaevah
Keyword(s):  
Critical Thinking ◽  
Female Student ◽  
Male Student ◽  
Identity Problem ◽  
School Subject ◽  
Critical Thinking Ability ◽  
The Core ◽  
Thinking Ability ◽  
Gender Based ◽  
Core Problem

Abstrak Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis dalam menyelesaikan masalah identitas trigonometri ditinjau dari gender di SMA. Dalam pengambilan subjek dilakukan dengan cara think a loud. Siswa yang cenderung memenuhi kriteria berpikir kritis selanjutnya dikelompokkan berdasarkan gender. Berdasarkan data jenuh yang diperoleh berdasarkan masing-masing gender, selanjutnya di ambil masing-masing satu orang untuk dianalisis kemampuan berpikir kritis. Berdasarkan hasil analisis kemampuan berpikir kritis ditinjau dari gender dalam menyelesaikan masalah identitas trigonometri diperoleh bahwa siswa yang berjenis kelamin laki-laki dan siswa yang berjenis kelamin perempuan cenderung memenuhi 5 indikator berpikir kritis yaitu (1) mampu merumuskan pokok permasalahan; (2) mampu mengungkapkan fakta yang dibutuhkan dalam menyelesaikan suatu masalah; (3) mampu memilih argumen yang logis, relevan dan akurat; (4) mampu mendeteksi bias berbeda pada sudut pandang berbeda dan (5) Mampu menentukan akibat dari suatu pernyataan yang di ambil sebagai suatu keputusan. Dalam proses penyelesaian berdasarkan tahapannya tampak bahwa siswa perempuan cenderung teliti dan sistematis dibandingkan siswa laki-laki. Kata kunci: Kemampuan berpikir kritis, gender. Abstract This study aimed to analyze critical thinking ability when solved trigonometry identity problem based on gender difference in senior high school. Subject were selected by think a loud. Most of student can do critical thinking criteria and then make a group difference based on gender. Based on saturated data that have obtained for each gender, and then take one of them to analyze critical thinking ability. Based on result shows that male student and female student mostly can complete five indicators of critical thinking such as 1) can formulate the core problem; 2) can express fact that requirement to solve the problem; 3) can choose logically argument, relevant, and accurate; 4) can detect different refraction when get different solution; and 5) can determint cause of the statement that it have took as a decision. When solved the problem based on the its phase, showed that female student are more careful and more sistematic than male student.

Yours, Mine, and the Truth: Using a Structured Minimum Wage Debate in the Economics Classroom

2017 ◽  
Vol 63 (2) ◽  
pp. 245-259
Author(s):  
Scott A. Wolla
Keyword(s):  
Critical Thinking ◽  
Income Inequality ◽  
Active Learning ◽  
Minimum Wage ◽  
Learning Strategy ◽  
Economic Value ◽  
College Curriculum ◽  
The Core ◽  
Active Learning Strategy ◽  
Jel Classifications

This article describes a strategy for using the minimum wage as a classroom debate topic. Classroom debate is an active-learning strategy that encourages students to develop skills that are often lacking in the college curriculum. Specifically, classroom debate promotes critical thinking and encourages students to see topics from various perspectives. Economics topics are well suited for classroom debate because most of the policy arguments have at least two well-reasoned positions. The minimum wage is an economics topic that students tend to care deeply about because it speaks to issues of poverty, income inequality, discrimination, and the economic value of education, and many students in the college demographic earn minimum, or near-minimum, wage. Instructors who use the minimum wage debate in their classrooms will find that students will apply an “economic way of thinking” to issues at the core of the curriculum. JEL Classifications: A21, A22, J3

Cinema of Russia: the experience of positive anthropology

2017 ◽  
Author(s):  
Брейтман ◽  
Aleksandr Breytman
Keyword(s):  
Core Values ◽  
National Cinema ◽  
Russian Culture ◽  
Philosophical Thought ◽  
The Core ◽  
Cultural Crisis ◽  
Worldwide Phenomenon ◽  
Russian Cinema

This study - a reaction to the cultural crisis of the 90s, a public proclamation of the death of the traditional (humanistic) culture values. Such approval requires a serious argument: after the declaration of the "death", often - a way to confront the "death". In this situation, axiological analysis of the phenomenon of domestic (Soviet and post-Soviet) cinematography - urgent need. Building on the core values of Russian culture (literature, philosophical thought), the methodological unity of the system, the activity and axiological approaches in the analysis of the selected film works and to make it possible to determine the axiological nucleus (a kind of thesaurus) national cinema. Interpretation of the historical values of Russian culture in the cinema art material, in fact, - the semantic core of the research undertaken. Movies Eisenstein or Dovzhenko, Pudovkin or Vertov, Tarkovsky or Shukshin, Panfilov or Abdrashidova, German or Sokurov, Balabanov or Ovcharov ... in its own way, the same milestones in the cultural and historical way of Russia, as the frescoes Rublev or Dionysius, music Bortniansky or Glinka, poetry Pushkin or Pasternak, Gogol and Chekhov's drama, prose or Dostoevsky or Platonov, Stanislavsky or Tovstonogov theater ...As the worldwide phenomenon of Russian cinema has tremendous potential humanistic evolution: from the "customer" and "user" to the maker and creator.

scholarly journals PLANNING EDUCATION, ACCREDITATION AND INTER-PROFESSIONAL LINKS

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Mohamed Thalha Alithamby
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Spatial Planning ◽  
Future Generations ◽  
Professional Status ◽  
Professional Skills ◽  
Planning Education ◽  
The Core ◽  
Wide Range ◽  
Effective Planning

Planning education is changing with the changing vision on the needs of society for the 21st century. The core ideas of planning centres on: (a) spatial - the management of competing uses of land and the making of places; (b) sustainable - that meets the needs of the present without compromising the ability of future generations to meet their own needs; ( c) integrative - that takes account of the wider set of issues plus bringing together a range of professional skills and disciplines to influence spatial planning delivery mechanisms; and ( d) inclusive - that recognises a wide range of people and opinions that shape planning. Planning is also value driven and action oriented. Professional status of planners comes through providing critical thinking that aims at achieving outcomes and not just procedures, emphasising locational relationships and inter-relationships of the sectoral on the spatial and focusing on what could and should be done based on ethics, values and facts. Based on this the paper outlines the proposed content of planning education. Accreditations of planning schools are then discussed based on the new RTPI recommendation of partnership agreements that are less regulatory and more constructive. Under this topic the qualities possessed by effective planning schools are discussed. Good examples of inter-professional links are then examined with a view towards encouraging similar programs in other Commonwealth countries.

scholarly journals The Influence of Paternalistic Leadership on the Development of Oriental Critical Thinking

2022 ◽  
Vol 17 (2) ◽  
pp. 56
Author(s):  
Huilin Bai ◽  
Hui-Ling Wendy Pan
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Current Literature ◽  
Religious Beliefs ◽  
Cultural Perspective ◽  
Paternalistic Leadership ◽  
The Core ◽  
Core Content ◽  
Ethnic History ◽  
The Difference

In the context of globalization, critical thinking is still regarded as the core content of higher education. The difference between Eastern and Western cultures has a key impact on understanding critical thinking. When the current literature studies the influence of culture on critical thinking, it mainly considers from the macro level, mainly including ethnic history, traditional customs, religious beliefs, art, ethics, and so on. However, from a specific and micro cultural perspective, how critical thinking is influenced by a culture still lacks effective research. This paper studies the influence of Confucian paternalistic leadership on the development of critical thinking in the East from a specific cultural perspective. The study discovers that Asians are easier to understand how things change and they are more tolerant to conflict, which means that they see things as interrelated and interdependent. They are more likely to use intuitive and experience-based reasoning if there is a conflict between intuitive and logical reasoning. Benevolence and hierarchy in paternalistic leadership promote the formation of cooperative critical thinking in improving the operation of organizations so that the characteristics of oriental critical thinking can be analyzed more comprehensively.

scholarly journals Keefektifan model pembelajaran CORE dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Sri Wahyuni Ningsih ◽  
Sugiman Sugiman ◽  
Pika Merliza ◽  
Uke Ralmugiz
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Cognitive Conflict ◽  
Learning Model ◽  
Conventional Model ◽  
Learning Achievement ◽  
Group Design ◽  
The Core ◽  
Class Viii ◽  
Conflict Strategies

Penelitian ini bertujuan untuk menguji keefektifan model pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 3 Yogyakarta dan dipilih  secara acak kelas VIII-C dan Kelas VIII-F sebagai sampel penelitian. One sample t-test digunakan untuk menguji keefektifan model CORE dengan strategi konflik kognitif dan model konvensional, sedangkan untuk menguji perbedaan keefektifan model pembelajaran digunakan uji Manova (Hotteling’s Trace). Hasil penelitian menunjukkan bahwa: (1) model pembelajaran CORE dengan strategi konflik kognitif efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa; (2) model pembelajaran CORE dengan strategi konflik kognitif lebih efektif dibandingkan model konvensional ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa.The effectiveness of the CORE learning model with cognitive conflict strategies in terms of learning achievement, critical thinking, and self-efficacyAbstractThe study aimed to examine the effectiveness of Connecting, Organizing, Reflecting, Extending (CORE) learning model with cognitive conflict strategies in terms of students’ achievement, critical thinking, and self-efficacy. The study was a quasi-experiment with a pretest-posttest nonequivalent group design. The population of the study was all students of 8th-grade of SMP Negeri 3 Yogyakarta (Junior High School) and randomly selected class VIII-C and class VIII-F as the sample. One sample t-test was used to examine the effectiveness of the CORE learning model with cognitive conflict strategies and the conventional model. Whereas, to examine the difference between the effectiveness of the learning model, the Manova test (Hotteling’s Trace) was used. The result of the study showed that: (1) the CORE learning model with cognitive conflict strategies was effective in terms of students’ learning achievement, critical thinking skill, and self-efficacy; (2) The CORE learning model with cognitive conflict strategies was more effective than the conventional model in terms of students’ learning achievement, critical thinking skills, and self-efficacy.

Thought Experiments and Religion

2017 ◽  
Author(s):  
Yiftach Fehige
Keyword(s):  
Philosophy Of Science ◽  
History Of Science ◽  
Thought Experiments ◽  
Science And Religion ◽  
The Core ◽  
Literature And Religion ◽  
The World ◽  
History Of ◽  
And Mathematics ◽  
The Relationship

Thought experiments are basically imagined scenarios with a significant experimental character. Some of them justify claims about the world outside of the imagination. Originally they were a topic of scholarly interest exclusively in philosophy of science. Indeed, a closer look at the history of science strongly suggests that sometimes thought experiments have more than merely entertainment, heuristic, or pedagogic value. But thought experiments matter not only in science. The scope of scholarly interest has widened over the years, and today we know that thought experiments play an important role in many areas other than science, such as philosophy, history, and mathematics. Thought experiments are also linked to religion in a number of ways. Highlighted in this article are those links that pertain to the core of religions (first link), the relationship between science and religion in historical and systematic respects (second link), the way theology is conducted (third link), and the relationship between literature and religion (fourth link).

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