The Argument And Critical Inquiry Essay - 1430 Words

1. When was the last time you got into an argument? What is an argument? Is it the same as a shouting match, a brawl? What does an argument have to do with critical thinking? What is the relationship between arguments and critical inquiry? The last time that I was involved in an argument, was on the drive to Cypress Hills. The argument was based on whether the Cypress Hills are Mountains or Hills. An argument is a set of claims, that is supported by premises. Although an argument may lead to a shouting match or a brawl, they are speaking of the word argument in a different context. There is more than one definition to the word argument. In our case we are interested in arguments as a set of claims, not a yelling match between two people. Arguments are related to critical thinking, since you must evaluate the issue and form a reasoned judgement. 2. Do you think teachers should teach students how to argue well? If so, why? If not, why not? Yes, I think knowing how to form and structure sound, valid arguments is important. Students should also learn common flaws and fallacies to arguments. Teaching students how to argue well, allows them to create arguments based on evidence. Knowing these skills allows students to evaluate issues and form reasoned judgements, which is beneficial in every day life. These skills can be taught many ways in school, for example through the implementation of debates or the art of essay writing and can be used cross circular in manyShow MoreRelatedCritical Review On Critical Investigation And Education Essay1043 Words   |  5 PagesReading Guide ED4391 Fall 2016 Critical reading activity Reason in the balance, (pages 4-15). I would like to hand this one in for marks. Thanks, Brittany Pre-reading activity: Before you read these pages, consider the following questions and jot down a few thoughts on each: 1. What do you think critical inquiry is? What is your working definition of critical inquiry? What might be the relationship between critical inquiry and education? I think critical inquiry is looking deeper into a specificRead MoreThe Field Of Engaging Diverse Students921 Words   |  4 Pagesthat inquiry-based learning can prepare students to become critical thinkers and subsequently increase their achievement in the classroom. In addition, these studies have supported the argument that including science inquiry in the classroom promotes achievement and equity in science and language acquisition for culturally and linguistically diverse students (Cuevas et al., 2005; Sleeter, 2001; Stoddart et al., 2002). The purpose of this literature review is to a) introduce science inquiry and theRead MoreCritical Thinking Application Essay example1049 Words   |  5 PagesCritical Thinking Application Teaching higher order thinking skills is not a recent need. It is apparent that students, at all levels of education, are lagging in problem-solving and thinking skills. Fragmentation of thinking skills, however, may be the result of critical thinking courses and texts. Every course, especially in content subjects, students should be taught to think logically, analyze and compare, question and evaluate. Implications for Teaching Thinking must be practiced inRead MoreReflective Writing1241 Words   |  5 Pagespresented in the text and to consider how they affect your interpretation. Reading reflections offer an opportunity to recognize – and perhaps break down – your assumptions which may be challenged by the text(s). Approaches: Approaches: Reflective Inquiry You may wonder how your professors assess your reflective writing. What are they looking for? How can my experiences or ideas be right or wrong? Your instructors expect you to critically engage with concepts from your course by making connectionsRead MoreThinking About Philosophy754 Words   |  4 Pagesthe practical utility of their area of intellectual engagement, the usual impression of the philosopher as an intellectual generalist. A philosopher as intellectual generalist is one whose area of knowledge has no specific focus and whose skills of critical thinking and capacity for discernment, are nothing more than general intellectual ones. The phrase ‘general intellectual ones’ here means having a highly developed ability to think, reason and understand especially in combination with wide knowledgeRead Morephi 103 week 1 reading quiz Essay1393 Words   |  6 PagesThe answer can be found from the â€Å"How to Study and Learn (Part One)† page found here: http://www.criticalthinking.org/pages/critical-thinking-teaching-students-how-to-study-and-learn-part-one/513    Points Received: 1 of 1    Comments: Question  2. Question : Paul and Elder claim that all reasoning:    Student Answer: Seeks to defeat others in arguments    Has assumptions underneath it    Is expressed through ideas and concepts    a and b    b and c Read MoreConceptual Foundations Of Social Research Methods Essay1262 Words   |  6 Pagesresponse to the aforementioned questions, David Baranov’s ‘Conceptual Foundations of Social Research Methods’, with special focus on Chapter 2 entitled â€Å"Logical Positivism† will be utilized to not only bring a concise episode of the book, but also a critical inquiry of the concept of logical positivism and to explore how much of a conceptual foundation is provided for the approaches utilized in social research methods. David Baranov is a Professor of Sociology at St. John Fisher College in Rochester, NewRead MoreCase Study1248 Words   |  5 PagesApplicant discusses have a long history in American legislative issues. At each level of government -- from city committee to state lawmaking body, from Congress to leader of the United States -- competitors take part in civil arguments to enable voters to comprehend their identity and what they remain for. Watching discusses is a vital route for voters to take in more about the competitors and the issues previously the race, with the goal that they can make an educated choice. In the meantime,Read MoreWhat I Really Taught Me?857 Words   |  4 Pagesessays clearly and readers can come to terms with my essays. I understand that I still need work, but at the end of the day, but I learned so many things that will benefit me in the future. For example, I learned to extend my thesis by identifying the argument and purpose to take it across to the audience. One of my previous papers was a rhetorical paper and my first thesis was completely trashed, â€Å"It is the best because the organization’s use of ethos, pathos, and logos create an effective call to actionRead MoreWhat Is Critical Thinking?1033 Words   |  5 PagesSilvestri PHIL 8110 December 15, 2015 What is Critical Thinking? As people going to school and getting a higher level of education, the teacher will ask them to think critically. Critical thinking is not just thinking normally but to think it deeply. When one person has a different point of view or idea with some other people make then that person should use his own point of view and think logically to prove his idea is correct and this action call critical thinking. In this essay, I will state that

What does Nietzsche’s Mr. Daredevil-Curiosity report, when...

What does Nietzsche’s Mr. Daredevil-Curiosity report, when he metaphorically peers into the workshop within which moral ideals are fabricated (GM I.14)? How convincing are his claims? Humanity, according to Nietzsche, is infected by an illness. It is the kind of illness that has infected every single man, religious or non-religious alike. It is his aim to release his readers from the illness. In much the same way as a doctor, he wishes to do so by primarily sourcing the cause of the illness, and secondly by diagnosing it. It is Nietzsche’s belief that this metaphoric illness is morality. It is a striking project; comprised of three essays- each with the aim of stripping the reader’s pre-conceptions of morality, and instead offering the†¦show more content†¦Continuing the image, Nietzsche refers to some unseen people talking in hushed tones in the workshop. In this workshop where ideals are made, ‘weakness is being praised as achievement’ and ‘impotence into goodness’ . It is in this revelation Nietzsche expects his readers to be shocked, and even angry, that their morals are based upon lies. The Inner workings of the workshop. How our morals have changed over time Thus far I have explained Nietzsche’s notion that our moral system is based upon a set of lies fabricated by a group of people. At this point in the essay I am happy to accept Nietzsche’s observation that our morals are perhaps not quite what they may seem on the surface. Having accepted Nietzsche’s first proposition ( that our system of morals are perhaps not quite as they seem), I will now evaluate his reasoning. Nietzsche begins his account by identifying two basic types of evaluative moral outlook: ‘Master morality’ and ‘Slave morality’. Master morality refers to moral codes descended from the aristocratic classes, and slave morality to moral codes descended from the weak and poor herd. Master morality is characterised by the value opposition of good and bad. ‘Goodness’ is dependent upon the

Positive and Negative Reinforcement Free Essays

Positive and Negative Reinforcement Reinforcement is an essential part in identifying and encouraging a certain behavior. In the most classic definition, positive reinforcement is a method of identifying to children which behaviors are acceptable and appropriate and which are not (Sigler, E. Aamidor, S, 2005). We will write a custom essay sample on Positive and Negative Reinforcement or any similar topic only for you Order Now Reinforcement is often given as praise for doing a certain task. As educators, saying â€Å"great job† or a simple word like â€Å"fantastic† are expressed towards students as praise. However, when a student is struggling and praise is given such as â€Å"you are doing so well†, the negative aspects of praise present themselves. The child is aware of the empty praise therefore it may work against the teacher if it is taken as a false praise. So, as educators, we must determine what reinforcements will work with each individual child through experimentation. Also, building a relationship with not just the child, but the parents and all those involved with the child will be instrumental in developing the proper use of reinforcements and can be helpful in gaining knowledge of certain behaviors. The stronger reinforcements for most children are usually food, candy, or drinks. The durability and effectiveness of a reinforcer can usually be determined best by reinforcing the behavior intermittently or by providing a strong alternative which could interfere with the behavior in question (Ferster, C, 1961). Positive reinforcement is not just about the behaviors of the child but the reaction of the teacher and the adults to certain behaviors. Although a child may attempt to test the boundaries of one’s attention, positive attention does not make a child behave inappropriately (Sigler Aamidor, 2005). The reinforcing comes from the teacher or adults actions and words. For example, Joshua is an eight-year-old autistic boy who begins to whine and cry every single time the teacher tries to get him to begin a task that he dislikes. Most of the time Josh only wants to play on the computer, participate in gym, or eat. Each and every time Josh began to break down the staff usually asked him what he wanted or just gave in to what he wanted to do, not even trying to redirect him to the actual task at hand, which his classmates were doing. Joshua would get rewarded with chocolate, potato chips, and even some sympathy hugs from the staff. The behavior became more frequent and the result was the same. By now Joshua knew what he was going to get when he acted out, which was whatever he wanted. However, to change his behavior the staff began to ignore Josh and his outbursts. After a short time of whining and crying Josh threw himself on the floor but the staff still ignored the behavior. He then realized that he was not going to get the same results as he was getting by whining and crying when things didn’t go his way. The teacher then got his attention with another activity and Josh began to take part in the activity. A couple weeks later, after the same lesson, Josh’s behavior was almost extinguished and slowly that behavior was no longer happening in the classroom. On the other hand, negative reinforcement is the removal of an aversive stimulus to increase a certain behavior. For example, when a student is distracted from his work due to loud music playing, however his work improves when the music is off, then the music being turned off is the reinforce. The difference between positive and negative can sometimes be difficult to acknowledge when there are several consequences and the need of the distinction is debated. The main purpose of giving punishments and rewards is to decrease or increase the behavior of the learner (Dad, Ali, Qadeer Janjua, Shazad, and Khan, 2010). Raul is a student with an emotional disorder and requires a great deal of support to help with his academic goals. Raul is extremely sensitive and becomes very overwhelmed when things don’t go his way. He whines, cries, and loses control when he feels exhausted from taking instruction. Raul is very intelligent and needs to get verbal praise throughout his day to stay on task. His triggers are usually when he is asked to sit down within the circle during circle time. The behavior is him pulling away, crying, and hitting, trying to escape the actual activity. The maintaining consequence is that the adults let Raul leave the circle. There is not much fight with Raul because all those involved do not want the other students to become distracted. The first prevention is to give Raul some type of choice to coincide with circle time. A visual activity schedule could give him a more clear idea of what he should be doing and what the daily lessons and activities are. Raul will know exactly where he needs to be and what he needs to be doing at that particular time. Also, manipulatives and intermittent praise are other preventions that the teacher can use. Intermittent praise is praised use throughout the activity but not regularly. This type of praise is given to become persistent. The new skills that can be developed are a part of the plan and may be implemented accordingly. Raul may have increased time of engagement, such as a longer duration of sitting within the circle. Raul will say â€Å"all done† when he has completed a task so praise can be given. This will help the adults notice him if he is not given the correct amount of attention. The responses to Raul for sitting longer will also be all positive praise toward Positive reinforcement is something that rewards the individual for an action taken. When students do or exhibit the correct or desired behaviors in school, then rewarding them for this action is what is known as positive reinforcement. There are many examples for these actions. Students that hand in homework on time may be given time near the end of class to put their books away and work on or do something they want to do within the rules of the school. Putting stickers on work well done so the student knows they did the right thing. Giving the class a free day or having fun activities planned for them to do instead of working on a certain day. Giving a weekly or reward to the student who has the best attendance or best behavior in the class. There are many ways to reward students or show them that by using good behavior, they can be rewarded for their actions and this will cause the student to want to do the right thing versus misbehaving in the classroom. References Dad, H. ; Ali, R. ; Qadeer Janjua, M. ; Shazad, S. ; Khan, M. (2010). Comparison of the Frequency and effectiveness of positive and negative reinforcement practices in schools. Contemporary Issues In Education Research. 3(1), 127-135. Ferster, C. B. (1961). Positive reinforcement and behavioral deficits of autistic children. Child Development. 32(2), 437. Sigler, E; Aamidor, S. (2005). From positive reinforcement to positive behaviors: an everyday guide for the practioner. Early Childhood Education Journal. 32(4), 249-253. How to cite Positive and Negative Reinforcement, Papers