Midterm Flashcards
3 elements of uni education
foundational knowledge
universal skills
personal characteristic
foundational
we know things
foundational + universal
we know how to do things with things we know
foundational + universal + personal
we are able to do things with the things we know
What is competency
the combined utilization of knowledge, skills, and personal attributes to effectively perform a job, role, task, or duty
Knowledge
- info and its application within a domain
- facts, methods, practices
Skills
- abilities developed through training and practice
- problem solving, communication
Attributes
- inherent personal qualities
- adaptability, self-awareness
Laurier competency framework: Adaptability
improvise and demonstrate flexibility to move forward
- accepting that change will be required
- being openminded and not clinging to the way youve always done things
- recognizing that diff courses require diff approaches
- handling negative assessment results
- growth mindset and grit
Laurier Competency Framework: Professional attributes
responsible behaviors
time management
work ethic
positive attitude
- similar to executive functions
Executive functions
planning
organization
task initiation
working memory
metacognition
self control
attention/focus
flexibility
perseverance
Professional attributes: Responsible behavior
Professionalism and respect
- treat role as student like job
- use prof. language
-respect
Academic Integrity
Being Independent but not alone
- monitoring progress
-being resourceful
Professional attributes: Time management and work ethic
Engaging in productive struggle
- High interest
- not too easy not too hard
How?
- Preparation, attendance, engagement
- showing up physically mentally engaging
-putting in effort when doesn’t count
Professional attributes: Positive attitude
Curiosity and open mindness
- interested in other peoples perspective, new ideas, approaches
- paying attention to current events
Gratitude and personal progress
- don’t say i HAVE to do this say i GET to do this
- don’t compare
Balance
- balancing life
- connecting with other students
Academic integrity definition
the commitment to ethical decision making and behavior in our academic work by fostering honesty, trust, fairness, respect, responsibility and courage
6 values of academic integrity
Honesty
Trust
Courage
Respect
Responsibility
Fairness
Honesty
foundation of other values
begins individually
be truthful
Trust
trust our profs, and textbooks
act with genuineness
trust works both ways
Fairness
faculty sets clear guidelines
being transparent
keep open mind
academic integrity: Respect
don’t compromise own values
respect everyone
practice active listening
Responsibility
Holding ourselves acountable
rules and policies
know and follow rules
ask questions
Courage
doing the right thing or hard thing in the face of adversity
be brave
What are the 3 paradigms of indigenous academic integrity
Relationality
Reciprocity
Respect
Relationality
- realizing that all knowledge is connected because we are connected
- knowledge is connected to relationships with people, ancestors, environment
- learning places individuals within a larger network, connecting past, present, and future learners
- encourages reflection on who influences our learning and how we acknowledge them
Reciprocity
- we belong to one another, that our relationship will be mutually beneficial
- honoring and valuing the responsibility we have to knowledge we are creating and sharing
- citing sources not just for grades but to honor and sustain knowledge
Respect
- Being explicit about whose story is being told and acknowledging the person in our work
Types of academic misconduct
Plagiarism
cheating or copying
unauthorized collaboration
falsification
misrepresentation
forging an academic record or supporting doc.
impersonation
unauthorized aids
improper access
obstruction
distribution of faculty IP
Plagiarism
Using other peoples work and passing it as your own
Cheating or copying
giving or receiving assignment to copy or submit as own
unauthorized collaboration
working with others when supposed to be individual
Falsification
submitting form or document that has been changed, forged, or false info
misrepresentation
misrepresenting your circumstance or document on a request for academic advantage
forging an academic record or supporting doc.
making changes to a record or document
impersonation
having someone else do any of your work
unauthorized aids
using anything that hasnt been approved by your teacher
improper access
improperly obtaining any work and/or sharing it
obstruction
destroying resources or overloading a website to prevent work being completed
distribution of faculty IP
posting or sharing syllabus, assignments, etc
Definition of critical thinking
questioning assumptions and info, analyzing arguments and evidence, evaluating validity of claims, developing well reasoned and defensible arguments
characteristics of critical thinkers
self aware
curious
independent
5 dimensions of critical thinking
claim
evidence
underlying assumptions and values
causal claims
techniques of persuasion
what’s system 1 thinking
automatic
involuntary
unfiltered
confirms existing models
use biases/shortcuts
fast
what’s system 2 thinking
deliberate
effortful
self controlled
makes conscious choices
concentrates
reasons
slow
how do system 1 and 2 thinking work together
system 2 adopts suggestions of system 1 with little or no modification until..
- runs into difficulty
- it is surprised
- detects an error is about to be made
how do system 1 and 2 thinking apply to critical thinking
helps question assumptions
evaluate evidence
avoid cognitive biases for well reasoned conclusions
ways critical thinkers approach arguments
follower
cynic
healthy sceptic
Follower
blindly accepts all arguments
ignores reasoning and assumes evidence presented is reliable
Cynic
Reject all arguments
assumes all reasoning is flawed and all evidence presented is biased or false
Healthy sceptic
Actively assess arguments based on reasoning and evidence based on reliability
why is critical thinking important
- manage info overload
- improve our understanding of business world
- improve our performance in business world
- evaluate implications of business values/strats in other spheres
- manage ‘age of the expert’
- manage increasing disinformation and polarization
- retain our unique abilities of being human
- act as a responsible active and effective community members and global citizens
Argument map
Claim
3 reasons (evidence)
Objection (but)
Rebuttal (however)
how do you learn/improve critical thinking
- accept it takes time to develop
- practice it explicitly in its own right
- practice for transfer
- learn a balanced, practical amount of theory
- map it out
what’s a claim
major conclusion that the author is trying to persuade you to accept, not an example, definition, or statistic
Uncontested claim
statements that are widely accepted, facts, math truths, past events, expert consensus
could also be opinion (ex: oj is my fav drink)
Contestable claim
none of ‘uncontested’ characteristics apply
new ideas are introduced
can be argued, not a fact
6 features of evidence
accuracy
precision
sufficiency
representativeness
authority
clarity of expression
accuracy
the correctness and reliability of the evidence
precision
the level of detail and specificity of the evidence
sufficiency
whether enough evidence is provided to justify a conclusion or decision
representativeness
whether the evidence reflects the larger group or situation its supposed to represent
authority
the credibility of the source providing the evidence
clarity of expression
the ease in which the evidence can be understood
fallacy of hasty generalization
drawing a conclusion based on insufficient or unrepresentative evidence, leads to poor decision making
fallacy of false appeal to authority
using an unqualified or biased source of evidence, misleads consumers and reduces credibility
fallacy of argumentum ad populum
claiming something is true or good just because many people believe it is, popularity doesn’t equal quality or truth
Fallacies used to disinform
red herring
cherry picking/fallacy of incomplete evidence
argumentum ad hominem
argumentum ad misericordim
red herring
avoids key issues, often by avoiding opposing arguments rather then addressing them
cherry picking
when only select evidence is presented to support an argument, and evidence that would go against argument is withdrawed
argumentum ad hominem
argument to/against man
an attack on the character of the person rather than their opinions or arguments, when its irrelevant to the argument
argumentum ad misericordim
appeal to pity
using emotion to prove an argument by saying it will benefit someone and/or stop hurting someone
what’s confirmation bias(belief preservation)
tendency to seek, interpret, and favor evidence that supports pre existing beliefs while ignoring contradictory evidence
- seek evidence that supports what we believe and do not seek and avoid or ignore evidence that goes against it
- rate evidence as good or bad depending on whether it supports or conflicts with our belief
- stick with our beliefs even in the face or overwhelming contrary evidence as long as we can find some support
how to reduce confirmation bias
seek contradictory evidence
pay extra attention to opposing arguments
be willing to change perspectives
four sources of evidence based practice
Scientific literature
Organizational
Stakeholders
Practitioners
Scientific literature
peer reviewed studies
academic research
industry reports
ex. market research studies on consumer behaviour
Organizational
internal reports
analytics
financial statements
ex. sales data, employee performance metrics
stakeholders
customer/employee feedback
surveys
ex. employee surveys on work-life balance by policy changes
Practitioners
professional expertise
insights from experience
ex. HR managers consulting industry peers on vacation policies
Disinformation
info that is false and the person who is disseminating it knows its false
false info shared deliberately
Misinformation
Info that is false but the person who is disseminating it believes its true
false info shared unintentionally
What are underlying assumptions
suppositions upon which an argument is based
unstated beliefs that form the foundation of an argument
ex. ‘higher wages improve employee productivity’
Assumption: employees are motivated primarily by money
Reality assumption
- beliefs about what events have taken place, what exists, how things work in the world
- shaped by first hand experiences, conversations, what we read/see
- beliefs about how the world works based on evidence or experience
- can be tested with data
Value assumptions
- ideals standards of right and wrong, the way things should be
- shaped by family, teachers, friends, religion, culture
- resistant to change
- subjective, cant be proven
what are Causal claims
- claims that argue certain events or factors (causes) are responsible for creating other events (effects)
- statement that suggests X causes Y
- commonly used to understand world
- difficult to accept as effects may have rival causes
Ex. Collecting customer feedback makes companies successful
Types of rival causes
Difference between groups
Correlation vs. causation
Post hoc ergo propter hoc
Difference between groups
- were other factors influencing outcomes?
ex. ‘tech students with humanities minors are more successful’
Rival cause: Maybe higher performing students are more likely to take humanities courses
Correlation vs. Causation
- does x actually equal y or are they just related?
ex. ‘happy employees lead to higher profit’
Rival cause: Maybe higher profits allow companies to treat employees better
Post hoc ergo propter hoc
- assuming that just because B happened after A, A caused B
ex. ‘after we changed our logo, sales increased’
Rival cause: Other factors might have influenced sales
3 types of causation
Direct causation
- A is causing B
Reverse causation
- Is it possible that B is causing A?
Third factor causation
- A is not causing B, C is causing A and B
How to anticipate and counter objections
Negative/contrary evidence?- show its misleading
Rival cause?- show why its unlikely
Debatable assumptions? - Reality: provide explicit data, value: show why values are worth consideration
How to limit claims if you have no rebuttal
- limit generalizations (use often, mostly, instead of ‘always’)
- acknowledge level of probability is not 100%
- refine or redefine terms
How to use rhetoric effectively
- complete using full and clear detail
- written with appropriate tone
- vivid and concrete, not vague or cliche
- know your audience
- avoid manipulative rhetoric
- mic logos, pathos, ethos for MAX persuasion
Rhetoric
persuasive communication
Logos
- logic and evidence
- uses facts, data, or reasoning to persuade
ex: company uses customer satisfaction data to show product success
Ethos
- Credibility and authority
- relies on expert opinions, reputation, ethics, statistics
ex: CEO with 20 yrs experience speaks on market trends
Pathos
- emotion and feeling
- appeals to emotion to connect with audience
ex: Commercial shows happy family using product
As discussed in lecture and the assigned article by Tim van Gelder, argument maps:
shorten the time it takes students to improve critical thinking skills.
