166,945 research outputs found
Hegel and the Philosophy of Food
In this review of Robert Pippin?s recent book [Hegel?s Practical Philosophy: Rational Agency as Ethical Life (Cambridge: Cambridge University Press, 2008)], elements of Hegel?s Practical Philosophy are assessed both against opposed philosophical positions and by the guidance they offer in thinking through the practical matter of deciding what to eat
Grundeken and Verheyden\u27s Early Christian Communities Between Ideal and Reality (Book Review)
Gonzalez and Gonzalez\u27s Nuestra Fe: A Latin American Church History Sourcebook (Book Review)
York\u27s Roots and wings (Book Review)
A review of York, S. (2016). Roots and wings. St. Paul, MN: Redleaf Press. 334 pp. $44.95. ISBN 978160554455
Life detection
Compact automated laboratory unit has 60 independently treatable culture chamber assemblies for metabolic studies of cultured microorganisms on the surface of Mars or other planets
Introduction to the Special Issue on Critical Thinking in Higher Education
The articles included in this issue represent some of the most recent thinking in the
area of critical thinking in higher education. While the emphasis is on work being
done in the Australasian region, there are also papers from the USA and UK that
demonstrate the international interest in advancing research in the area.
âCritical thinkingâ in the guise of the study of logic and rhetoric has, of course,
been around since the days of the ancient Greeks and the early beginnings of universities.
In a narrower sense, critical thinking has been central to higher education as a
desirable attribute of graduates since at least the beginning of the twentieth century.
The work of John Dewey, and others, emphasised the importance of âgood habits of
thinkingâ as early as 1916. In 1945, the Harvard Committee placed emphasis on the
importance of âthinking effectivelyâ as one of three desirable educational abilities in
their General education in a free society. This was later endorsed in 1961 by the US-based
Educational Policies Commission: âThe purpose which runs through and
strengthens all other educational purposes ⊠is the development of the ability to
thinkâ (Kennedy, Fisher, & Ennis, 1991, pp. 11â12).
In recent times, universities have made a point of emphasising the importance of
critical thinking as a âgeneric skillâ that is central to most, if not all, subjects. There is
not a university today (in Australia at least) that does not proudly proclaim that their
graduates will â as a result of a degree program in their institution â learn to think critically.
Further, there is rarely a subject taught that does not offer the opportunity to
acquire skills in critical thinking. However, where is the evidence that we teach critical
thinking in higher education? Disturbingly, despite our best intentions, it appears
we may be teaching very little of it
Concept mapping, mind mapping argument mapping: What are the differences and do they matter?
In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: âconcept mappingâ, âmind mappingâ and âargument mappingâ. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions
Hawkins\u27 Guidestones: Ancient Landmarks of Authenticity for the 21st Century Church (Book Review)
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