Capstone Essay--Accept that what you know, and how you think today, may be different tomorrow

                                                           

                                                            Abstract

Critical thinking, by definition, has many components, and it is, perhaps, as complicated as the individual who defines it.  However, because critical thinking is as important in academia as it is in one’s personal life, I feel challenged to simplify it.  I suggest that critical thinking be thought of as a tool that we use to enhance every aspect of our lives, and that it should be both taught and practiced from childhood onward.

Discussion

We use various tools to help us fix things that are not right.  We use medication as a tool to treat mental and physical ailments.  We use utensils as a tool to eat food, hammers and nails to make brick and mortar buildings and various other tools that enhance our daily lives.  Often, we teach people how to use such tools, by example, discussion or instruction.  I believe that critical thinking can be looked at in the same way, as a tool or a skill that can be taught, to enhance each individual’s life.

I have the good fortune to use Karen Huffman’s text book, Psychology in Action, which devotes the prologue to various aspects of critical thinking.  This may well be the first step promoting critical thinking as a tool that will benefit one’s own life.  If classroom instructors utilized and taught critical thinking skills to students, one might then hope that the skill would be used or produced.  Production then lends itself to sharing and exposure of the product or tool.   This would hopefully allow for a demand for the product and increased need and consumption of it as well.

I have, at times, incorporated critical thinking and the prologue into classroom lecture.  There has been discussion amongst my colleagues on how to incorporate it further into classroom lectures.  This I have done and will continue to do through example--pointing out both when I am using critical thinking skills and when I have failed to do so.  Hopefully this will lead to students using critical thinking, demonstrating it by example and eventually teaching others this skill as well.  

I will need to make a more conscious effort to incorporate this skill in both daily life and academia.  Critical thinking has affective, behavioral and cognitive components and each must be developed.  In regards to my own research and development in this program, I will have to strengthen the behavioral components.  Employing precise terms and gathering data that reflect all sides of an argument were both stressed in the program, and I will need to be conscious of this in my academic endeavors.  In theory, collecting data that supports both sides of theory sounds favorable.  In practice I can see where the behavioral component of critical thinking would become problematic here, particularly if the opposing data strongly interferes with your own data.  That example lends itself to another critical thinking component:  being able to change one’s mind and adapt to new evidence that may interfere with your own data.

Clay Shirky, Mike Shermer, Alan November and Will Richardson all made interesting, concrete points regarding media, critical thinking and in Richardson’s case education.  They discussed how to critically evaluate the information retrieved , and how it will change our future, particularly in education.  This may have changed the way I experience media in this regard:  time.  In particular, Mike Shermer and Alan November describe how to research validity, value and sources when obtaining information from the internet.  This takes time.  The more that we do research and the more that we interact with the media in all of its forms will take more time.  While it seems that this format should save us time, I wonder if it truly will.  In addition, the more we are connected to information and others as we do so, also seems to allow for an increased demand upon our time to be there, to be online:  accessed, available and in the present.  Are we skyping, on our cell phone or Ipod while doing research and accessing the internet?  And if so, critically thinking is this the best use of our time?  Are using the all means that we have at hand today, at once in some cases, truly the best use of new technology?  Or might critical thinking be utilized as a tool to teach us the best way to use our other, new tools?  I’d like to take a page from the gentlemen listed above and continue to promote their messages in my own teaching process.

Conclusion

Critical thinking should be thought of as a tool that we use to enhance every aspect of our lives.  I suggest that we teach it in the school system and educate instructors to do so.  Which means that we need to educate our instructors in both the skill and how to teach it.  In doing so we can use media as the hook to enhance our student’s interest in the skill: how are they using it, applying it and how is it defining their lives and their time?  Where are we getting our data?  How do we validate it?  How much time are you spending on it?  How else are you using your time when you do so?  Are you connected to other means on the internet at the same time, such as doing research while your facebook page, email and whatever else is up and running at the same time?  My critical thinking analysis on this matter leads me to believe, from my own example, that we have many internet windows open at the same time, and that this is both beneficial, distracting and both a possible time saver and time waster.  My cognition process applauds the immediate availability of the internet while questioning how best to use it and make the most use of my time while doing so.  We teach people to read, now it is time to teach ourselves and others how to use the means in which we read today.  In doing so, we may just simplify the process.  Just as learning to drive a car is a controlled thought process in the beginning, it becomes an automatic thought process later on.  The same theory can be applied to both critical thinking and our use of the media; it remains up to us do so and to do so for the better.

References:

Huffman, K. (2010).  Psychology in action (9th ed.)  John Wiley & Sons.

November, Alan (2007). http://www.youtube.com/watch?v=QVLS_rlwnwI

November, Alan (2010).  Retrieved from, http://novemberlearning.com/resources/information-literacy-resources/v-find-the-publisher-of-a-website/

Richardson, W. February 2008. Retrieved from http://www.youtube.com/watch?v=JFbDEBNS7AE  

Shermer, M. (2009).  http://www.youtube.com/watch?v=eUB4j0n2UDU

Shirky, C. 2008. Retrieved from http://video.google.com/videoplay?docid=-2708219489770693816#

A WEEK IN THE ADVENTURE AT NSO SB

MY EXPERIENCE AT NSO SB

Media Day.  I think it must have been clear to anyone looking at my expression and the fact that my hands were on my lap, that I was at best confused at the outset of the assignment.  Had I been alone in this assignment, rather than at NSO SB, I may have reached panic mode.  However, given that we were with faculty and cohorts, I thankfully did not reach that stage.  Rather, I was given the instruction, and may I say the patient instruction, on how to complete my project.  While my lemonade movie was simple by nature, I was proud of my accomplishment and am now encouraged that I can do more of the same with more and more professionalism.

In addition, throughout the week and particularly that day, I felt strongly that we were treated with patience and understanding while undergoing and learning new processes.  At no point did I sense frustration with our questions, concerns or efforts, which leads me to believe that this will be an exceptional learning experience.  (Jana did show some frustration with us on Wednesday, but the girl was in vacation mode and we were talking rather than listening.) The other side of this equation is that we must be open to constructive criticism, to the fact that this is an education, that we are learning new material and therefore not experts in it as of yet.   However, as I become more proficient and confident in my work, I also expect that I will question criticism and defend it when I feel strongly about my work.

Regarding my thoughts on my understanding of Media Psychology and clarifying my professional goals, my thoughts are that neither are clarified.  By this I mean that a new world, an adventure so to speak, is there for my taking.  I entered this education because of unemployment and I hoped for a new career direction.  I will say that I have not clarified that.  I believe and trust that I will use this to further my career in academia, but I also see so many other possibilities.  I am interested, as previously stated, in policing the web, or perhaps in using my new knowledge and ideas to promote new curriculum in the field of academia. I do not have a firm handle on my direction, because past experience and education has led me in different directions than I had anticipated.  What I am sure about is that Fielding will provide for me many doors from which to choose.  Or, to be more concise, I feel like a kid in a candy store, or in my case a girl with unlimited credit in a makeup store!  I say that last part because I now appreciate the payment scale at fielding.  I had been baffled by the payment system because I am used to paying by credit units, not by year.  However, I now realize that I can take as many classes (as humanly possible for me) within a years time frame and pay the same amount.  That was a clarifying moment.

Regarding charting a course through the curriculum, I am still working on it.  I have the time frame in mind.  I was able to talk to cohorts and view how others were charting a curriculum plan.  Frankly, there were a lot of curriculums being discussed and it was both beneficial and confusing at the same time.  My advisor was not on site, so I will defer this until I speak to her and formulate a plan with my interests and goals.

My encounter with the institution, the faculty and fellow cohorts was overwhelmingly delightful.  NSO SB took distance learning and put it into brick and mortar form for us.  I have discussed distance learning with several of my adjunct colleagues and they state that they have never had to “appear” at their school.  They state this as if it is a good thing.  While for both financial reasons and for employment purposes it is, nothing beats being with someone face to face and I applaud Fielding for combining the two.

The faculty were informative, intelligent, extremely helpful, and brought humor to the process, which is key to me.  I teach with humor and believe strongly in it for educational purposes. The faculty demonstrated the level that I hope to achieve in my lifetime.

I enjoyed meeting my cohorts as well, and I feel that I will be benefited from working with each and every one of them.  I appreciated each unique personality and experience that comes from them, and hope that we remain a class in the truest sense. Given our small class size, I believe that we can and should be there for each other in the tradition that NSO SB began for us. While it is clear that we have our own individual goals and personalities, we began this program together and I would like to see us transition together in the form of support for each other.  We all had the same desire to enter this particular program; we were chosen for our own unique strengths and I hope that we can continue to carry on the tradition of NSO SB throughout our program.

If I was asked to repeat this week, I would do so again without hesitation.  The one exception to this would be my agonizing flight home.  May I suggest that since Fielding does everything else so well, they formulate an easier way for the East Coast people to get there and back?  Fielding Flight School, anyone?

WEB BIAS--TO WHOM BELONGS THE RESPONSIBILITY?

Abstract

When accessing the internet for information, one must be aware that there is bias. Whether one is researching the web for the purpose of academia or simply to gain information as a consumer, one must be, or should be, aware of motive.  The person posting has a motive, be it as simple to inform or misinform for the purpose of persuasion or purchase.  It is therefore up to the researcher or consumer to then eliminate the suspect behind the post. 

Discussion

Mike Shermer’s blog describes his Baloney Detection Kit.  The information is both useful and easy to use in discriminating the motive behind the post.  Alan November’s Youtube video illustrates the need for parents to be aware of what their children are researching on the web, for purposes of academia.  (That thought easily translates to the parent’s use of the internet as well.)

It seems self-evident that anyone using the web should verify the information for authenticity, be it the student or the teacher.  Should this be the same for consumers (which includes the academic world who are consuming the information and by virtue producing in sharing).  

However, where is the responsibility?  Should not those who post share some responsibility for the veracity of their information?  If not should there not be a policing agent (besides the consumer) to protect the consumer?

I suspect I want a police force in part because of the time that now must be involved in verifying the material, both its source and its content.  Why shouldn’t the poster be held responsible by some internet “police” force for content and authenticity?  I ask also because if people are not aware of this issue, if they haven’t seen Alan November’s video, the consumer is left unaware and the student is left consuming and producing the product.  If the parent or the school system does not validate the source and information, misinformation is spread and the sleeper effect also comes into play.  “I read that somewhere, so it must be true.”

While I both enjoyed and appreciated Mike Shermer’s video, I was left with a disconcerting realization.  His video appeared after the logo for Richard Dawkins’ institute.  Curiosity led me to click on the video that shared the screen and I watched an interview of Richard Dawkins discussing his book The God Delusion.  Now, I am not going to get into a religious discussion, but it seems disquieting that a man who is showing us how to detect baloney on the web is linked to a man’s foundation that has a strong bias regarding the presence of God.  ( Is this a crime scene?)  I have only viewed the one video, therefore, it must be on me to to do further policing regarding both Richard Dawkins’ viewpoint and Mike Shermer’s allegiance to him.  

In conclusion the ultimate responsibility regarding the product is the consumer; the final determination of the motive is the person examining it.  I would still like to entertain the idea of a so called web police force that had the task of uncovering the motive and the suspect, particularly for younger consumers.  When they can pull up a web page on Martin Luther King that fronts as a legitimate space, then there needs to be another task force verifying the information.  Since I am a huge fan of mystery novels and love the idea of being a detective (but not too keen on the idea of chasing, subduing and sitting in a car for hours with donuts--can we say stereotype and bias here?), this may be the future I was looking for. 

References:

Dawkins, R. (2007). http://www.youtube.com/watch?v=DMqTEfeqvmM

November, Alan (2007). http://www.youtube.com/watch?v=QVLS_rlwnwI

November, Alan (2010).  Retrieved from, http://novemberlearning.com/resources/information-literacy-resources/v-find-the-publisher-of-a-website/

Shermer, M. (2009).  http://www.youtube.com/watch?v=eUB4j0n2UDU


HALT!  STOP THE MEDIA BIAS OFFENDER.

Where Will Social Media Take Education

Social Media and Its Impact Upon Education

As an educator at two community colleges I have used social media in the forms of Youtube, movies, and television shows in my lectures.  Therefore, I was particularly struck by Will Richardson’s views outlined in his video.  He stated that we spent the first ten to twelve years consuming the product.  I take that to mean viewing it, or being a watcher much like Shirky described in his Keynote address.  Now, however, we are not just the audience or consumer, we are now the producer and sharer of the media.  I have only recently begun production in this form, but I certainly share pertinent social images in class.  

One such social image is a video presented to me by a juvenile delinquent I worked with:  Harrisburg Hood on Youtube (Hood).  The video depicts (what he claims) to be his graphic lifestyle and I use it to demonstrate the impact of environment upon personality.  I take this to be sharing.  http://www.youtube.com/watch?v=0v8MMIdm9T8

Teachers need to own the media, according to Richardson, and I agree.  However, thats begs the question, how are we to own?  Through self education?  Much of what I have learned about using the social media has come through my own students who are often more adept than I am.  Will the student become the instructor in this format?

Richardson mentions that we need to model as teachers.  We need to connect globally and locally.  In doing so, I believe we can take education to a different level by visually engaging ourselves and our students in different cultures and customs.  I had the good fortune this summer to teach a student from an India.  She showed us a video that demonstrated local customs and expectations regarding marriage and relationships.  This allowed for a dialogue about her culture and her expectations, even though she is currently living in this country.  We also got to see a Bollywood film clip.  This I hope will allow us to expand our cognitive thought process to the point that, dare I hope, someday bigotry and racism will, if not cease to exist, be at least minimal.  We fear change because we are uncomfortable with what we don’t know.  The more we know, meet, or see others with different viewpoints and lifestyles, the less fear and resistance to that which is different.  And that, I believe, will be one of the greatest influences of social media upon education. 

Richardson also mentions that we need to be careful consumers or readers.  He stated something to the effect of reading text is consuming is believing.  I would like more clarity on the difference between text and social media.  I still see potential problems in reading posts and taking them verbatim as well.  Perhaps the difference with social media is that people can and do respond.  One just has to be an educated viewer enough to check out the other sources.  

I appreciate, but suffered concern, when he discussed classroom walls and his hopes for education in the future.  Yes, he did credit teachers in the room as being crucial.  I applaud that!  I still believe in the interaction between people in a physical sense--eye contact, hearing tone of voice and viewing body posture for example.   Also I am a mover in class.  If there is disruption, lack of attention, etc. (in the back for example) I move there to reengage the “bak korner” as they have called themselves.  

Regarding cabinets and file folders, Richardson should come to Northampton--where those are still the ways of filing.  There was a big upheaval over filing cabinets for us adjuncts recently because they were moved, and moved.  I still believe in having something on paper--technology can backfire.  However cabinets can be moved and lost.  I sense a little bias there regarding storage.  What would Richardson make of me taking actual notes while watching his lecture?  What do I do with those physical notes.  

Overall, I appreciate Richardson’s views and plans for the future, and given that he has his own stake in it--his own children--I believe he will work to take education to a higher level that encompasses local and global views.  

I also appreciated Shirky’s address and his statements, that mirror Richardson’s, on media being interactive rather than passive.  I have never been much of a television viewer, choosing to be selective rather than passive about what I view and when.  His message regarding moving forward strikes a prominent cord for an educator, in taking the viewer, reader, etc. and instead of serving them processed goods allow them to interact.  That to me is learning:  not passively reading the text or, god forbid, having it read to you verbatim.  That is rote memorization.  Learning is discussion, sharing divergent views and recognizing that we don’t know it all, but we have a much better shot at learning if we share.   That is where social media can take us.  

That being said, I did hear Shirky plug his own book.  Good for him.  However, I must ask, was his childhood tv stuck on one channel?  It seems the poor man saw nothing but Gilligan’s Island.  

References:

Richardson, W. February 2008. Retrieved from http://www.youtube.com/watch?v=JFbDEBNS7AE  

Shirky, C. 2008. Retrieved from http://video.google.com/videoplay?docid=-2708219489770693816#

critical thinking

CRITICAL THINKING:  ONE PERSON’S PERSPECTIVE

I have been fortunate to read many theories on critical thinking, from my text, Psychology in Action (9th edition), Karen Huffman, the Wikepedia definition, my colleagues in this process as well as the various views put forth in the web site Foundation for Critical Thinking.  

I appreciate the various views, discussions and strategies involved in critical thinking, but I wonder:  is it as complicated as all that?

I have seen critical thinking described as a process, and from that I infer that we are not only constantly developing our critical thinking skills (which requires practice) but constantly reevaluating our thoughts on a subject pursuant upon new information.  The most important foundations to me are to practice, be open to new and opposing view points, check for emotion and bias, and be willing to change one’s mind.  I suspect that being open to other’s opinions and a willingness to change one’s mind might be the most difficult aspect for certain individuals.  Changing one’s cognitive process on an issue may, for some, seem like a failure in the previous cognition.  However, just as I present many theories in class on everything from the conscious to the unconscious, I remind my students that a theory is one description of why we we behave the way that we do.  I hope that I am not flawed in my teaching by telling students:  “Take what makes sense, for yourself, but make an attempt to understand the rest, and to remember it.”  At some point in time, through experience, the other points, those that may not have made sense at the time, may become clear and even applicable.  

As we grow and go through life experiences, our thought process, according to the definition, should change as well.  Accept change, empathize, welcome divergent views, tolerate ambiguity and, difficult, delay making a decision until you have more information (Huffman, 2010).  

Therefore, accept that what you know, and how you think, today, may be different tomorrow. Respect opposing viewpoints (I am a big promoter/referee in class on this point), gather information, check personal bias, do not fear changing your mind, and understand that it is okay not to know, for now.  

For example, growing up staunchly Catholic, I firmly believed in one marriage for a lifetime, for myself and everyone else. Experience has given me the opportunity to change my mind on that subject (frankly forced would be a better word).  I should also state that I have given great critical thought to the institutions of organized religion as well.  

To summarize, allow your cognitive process to be open and evolving.  Critical thinking is about adapting your cognitions to new material and experiences.  With that will come practice, a check on bias and the allowance of ambiguity.  Allow it to be a lifelong process.

References:

Huffman, K. (2010).  Psychology in action (9th ed.)  John Wiley & Sons.

Paul, R. & Elder, L. (2001). Modified from the book by Paul, R. & Elder, L. (2001).  Critical Thinking: Tools for Taking Charge of Your Learning and Your Life.

Critical thinking (2010).  Retrieved from http://en.wikepedia.org/wiki/Critical_thinking

ADVENTURES IN MEDIA

My desire to pursue this degree has stemmed from many events, a combination of nature vs. nurture.

When my full time position at a female juvenile placement facility ended due to the facility closing (leaving many adjudicated teens overjoyed I'm sure!) I needed a new plan.  With a Master's Degree in Marriage and Family Counseling Psychology and an adjunct position teaching Psychology at a community college, I decided it was time to do what I love best, return to school and pursue my Ph.D.  My undergrad degree from Ithaca College is Communications TV/Radio.  While I never pursued that form of media, I did work in book publishing for over ten years.  Therefore, when I came across Media Psychology, I realized that I could make all my degrees come full circle.

In part, my current interest in media lies in my other love, teaching.  I have learned to access many media outlets from my students, and I am fascinated in observing and analyzing their "addiction" to media and technology.  I have examined with them in class how their favored means of communication affects the senses.  They are certainly using sight and touch to use their favored form of communication. However, we examine the loss of seeing facial expressions, tones of voice and body posture particularly in texting.

I too will be an object of my own analysis, as this program is determining that I "reenter" the world of media and technology.  While I certainly accessed internet via work, and used texting as a way to avoid verbal communication I had severely restricted my use of media and technology at home.  Working almost constantly between the two jobs, I rejected using (and paying for) cable/tv, internet, and the newspaper.  There was a sense of peace in not hearing the latest bad news and reading books for pleasure only.  Though I had several students who were concerned that in the "event of a nuclear atttack" or something of the sort, that I would be the last person to know and the first to presumably perish.

Now obligated to update my media status, I am the new owner of a MacBook Pro and the Ipod that came with it.  Time is now spent learning to access my new toys, viewing videos and shopping, while my library books sit unattended.  Will I too become like my students, more interested in the form of communication rather than the content?  Or, will I be able to forge a brand new theory regarding media and psychology?