CCIT Report 2021

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CCIT Report 2022

Content About us Incubation National Health Incubation Program (2021-2022) what we do System Innovation Research & Communication Our path in Education 2023: onwards & upwardshttps://ecommons.aku.edu/ccit_newsletter/1006/thumbnail.jp

CCIT Report 2020

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Interaction with rule-bound systems : introducing a new 'ideal type' problem context

This PhD thesis introduces a new ideal-type problem context of rule-bound systems. The thesis has been generated through a belief in the ability of metaphor to make the abstract visible, its capacity to make the unfamiliar familiar, and its effectiveness as a legitimate means of generating insight and organizing knowledge. Metaphorical description remains an integral part of this thesis from beginning to end.It shows how the new context of rule-bound systems provides closure of the ideal problem context grid along the participants access. Following the ideas that created the basis for this closure, insight into a new role for systems practitioners is provided and the ideal problem context grid developed to form of a Torus.Part 1 outlines the theoretical foundations and other inspirations that underpin the thesis. Grounded on a wider definition of rules, including rules in both a formal and informal sense, multiple ways of viewing rules are highlighted. The characteristics of rule-bound systems are identified, drawing comparisons with other 'ideal-types'. Suggestions are also drawn out as to how change might be affected in a rule-bound context. Part II of this thesis is an account of a real world intervention informed by Critical Systems Thinking, carried out under the auspices of Participatory Action Research. A number of systems research methods and concepts were employed to investigate the participation of students in policy making in two contrasting senior schools in the North of England - organizations believed to present many of the characteristics of the rule-bound system. The approach used was one mixing methods, specifically, the creation of a symbiotic relationship between Soft Systems Methodology and Critical Systems Heuristics. Part III describes the process of reflection undertaken and the conclusion to the thesis

Critical Thinking

{Excerpt} Blaise Pascal felt that “Man is obviously made for thinking. Therein lies all his dignity and his merit; and his whole duty is to think as he ought.” A contemporary of René Descartes, Pascal is however best remembered for resisting rationalism, which he thought could not determine major truths: “The heart has its reasons, which reason does not know.” Blaise Pascal and René Descartes are reference points for two major attitudes to conscious representation of the world: although both saw reason as the primary source of knowledge, they disagreed profoundly over the competence of Man—the truth, as always, lies between faith and radical doubt. For sure, pace the propensity of intellectuals to promulgate eternal truths, or at least make a lasting impression, the idea of critical thinking neither begins nor ends with Pascal or Descartes. Socrates set the agenda nearly 2,500 years ago when the “Socratic Method” established the need to seek evidence, analyze basic concepts, scrutinize reasoning and assumptions, and trace the implications not only of what is said but of what is done as well: “Knowledge will not come from teaching but from questioning.” Thereafter, within the overall framework of skepticism, numerous scholars raised awareness of the potential power of reasoning and of the need for that to be systematically cultivated and cross-examined. Critical thinking, by its very nature, demands recognition that all questioning stems from a point of view and occurs within a frame of reference; proceeds from some purpose—presumably, to answer a question or solve a problem; relies on concepts and ideas that rest in turn on assumptions; has an informational base that must be interpreted; and draws on basic inferences to make conclusions that have implications and consequences. To note, each dimension of reasoning is linked simultaneously with the other; problems of thinking in any of them will impact others and should be monitored. Hence, effective, full-spectrum questioning that connects from multiple perspectives must illuminate each element of thought so it may permeate the model

Critical Thinking Skills of Prospective Elementary School Teachers in Integrated Science-Mathematics Lectures

The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category

Analysis Students' Critical Thinking Skills in Solving Problems in Terms of Cognitive Style

Tujuan dari penelitian ini adalah untuk menganalisis kemampuan berpikir kritis siswa dalam menyelesaikan masalah yang ditinjau dari gaya kognitif. Penelitian ini termasuk dalam Penelitian Kualitatif dengan metode deskriptif kualitatif. Subjek penelitian ini adalah siswa kelas VIII MTSN 3 Rokan Hulu. Teknik pengumpulan data dalam penelitian ini menggunakan tes GEFT (Group Embredded Figure Test) yang dikembangkan oleh Witkin dan tes kemampuan berpikir kritis berupa soal uraian. Teknik analisis data dilakukan dengan reduksi data, pemaparan data, analisis data pada kedua kelompok subjek dan penarikan kesimpulan. Analisis kemampuan berpikir kritis dalam penelitian ini menggunakan indikator dari Ennis yaitu merumuskan strategi, memberikan alasan, dan menyimpulkan. Penelitian ini menunjukkan perbedaan gaya kognitif siswa mempengaruhi kemampuan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa siswa dengan gaya kognitif field independent memiliki kemampuan berpikir kritis lebih baik daripada siswa dengan gaya kognitif field dependent. Kata Kunci : Berpikir Kritis, Gaya Kogniti

Critical thinking represents...

Alvesson and Willmotts’ statement within their 1996 book “Making Sense of Management” is widely discussed. The paper illustrates two different management approaches while focusing on Modernism and Rationality as well as Interpretivism and Subjectivity. Critical Management Theory is placed within the context of and a discussion about issues such as “Organisational Culture”, “The Role of the Manager” and “Emancipation”. Finally, the need for an appropriate open-minded thinking approach in order to deal and cope with upcoming future challenges due to an increasing complexity and fundamental changes within the management processes is emphasise