Thinking Informatically

On being promoted to a personal chair in 1993 I chose the title of Professor of Informatics, specifically acknowledging Donna Haraway’s definition of the term as the “technologies of information [and communication] as well as the biological, social, linguistic and cultural changes that initiate, accompany and complicate their development” [1]. This neatly encapsulated the plethora of issues emanating from these new technologies, inviting contributions and analyses from a wide variety of disciplines and practices. (In my later work Thinking Informatically [2] I added the phrase “and communication”.) In the intervening time the word informatics itself has been appropriated by those more focused on computer science, although why an alternative term is needed for a well-understood area is not entirely clear. Indeed the term is used both as an alternative term and as an additional one—i.e. “computer science and informatics”

Design Thinking

{Excerpt} In a world of continuous flux, where markets mature faster and everyone is affected by information overload, organizations regard innovation, including management innovation, as the prime driver of sustainable competitive advantage. To unlock opportunities, some of them use mindsets and protocols from the field of design to make out unarticulated wants and deliberately imagine, envision, and spawn futures. Design is more important when function is taken for granted and no longer helps stakeholders differentiate. In the last five years, design thinking has emerged as the quickest organizational path to innovation and high-performance, changing the way creativity and commerce interact. In the past, design was a downstream step in the product development process, aiming to enhance the appeal of an existing product. Today, however, organizations ask designers to imagine solutions that meet explicit or latent needs and to build upstream entire systems that optimize customer experience and satisfaction. Therefore, although the term design is commonly understood to describe an object (or end result), it is in its latest and most effective form a process, an action, and a verb, not a noun: essentially, it is a protocol to see, shape, and build. Lately, design approaches are also being applied to infuse insight into the heart of campaigns and address social and other concerns

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 and systems thinking: towards a critical literacy for systems thinking in practice

About the book: In reflective problem solving and thoughtful decision making using critical thinking one considers evidence, the context of judgment, the relevant criteria for making the judgment well, the applicable methods or techniques for forming the judgment, and the applicable theoretical constructs for understanding the problem and the question at hand. In this book, the authors present topical research in the study of critical thinking. Topics discussed include developing critical thinking through probability models; the promotion of critical thinking skills through argument mapping; an instructional model for teacher training in critical thinking; advanced academic literacy and critical thinking and critical thinking and higher education

Identification Critical Thinking Stages Of Students’ Mathematics Education Study Program FMIPA UNNES For Solving Mathematics Problems

This research is qualitative research that purpose to describe critical thinking stages of college students for each level of critical thinking skills in Mathematics Education Study Program FMIPA UNNES for solving mathematics problems. In the clarification, a subject in critical thinking level 0 until level 3 showed the same characteristic that is getting the information in the picture, and be able to create images to get additional information. In the assessment, subjects in critical thinking level 0 just dig a small portion of relevant information, the subject in critical thinking level 1 until level 3 dig most of the information. In the inference stage, a subject in critical thinking level 0 to level 2 only using inductive thinking, subject in critical thinking level 3 using deductive thinking. In the strategy stage, a subject in critical thinking 0 using the analogy or not can come up with strategies employed, subject in critical thinking level 1 and level 2 using the analogy, subject level 3 using his own ideas by looking for relationships in solving problems. Keywords: critical thinking, the stages of critical thinking, clarification, assessment, inference, strategies , and solving mathematics problem

Define design thinking

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