Tag Archive for: communication

Critically Thinking about Dr. Ed Meyer’s Teaching Philosophy — Part 1

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I’m always on the lookout for others who understand and support the extreme importance of properly teaching Critical Thinking to K-12 students — which currently is happening in zero States.

I was pointed to Dr. Ed Meyer. I reached out to thank him, and we had some communications. I asked him to write up something about why Critical Thinking was so important, and he did. That will be in my next commentary.

Part 1 is a section of his interesting website, called his Teaching Philosophy:

A quick internet search on skills for which employers are looking always includes Critical Thinking/Problem Solving plus Communication/ Collaboration/Teamwork at or near the top. I agree 100%. These skills are not just applicable in a career, they will result in good decisions in one’s personal life involving relationships, finances, and time management.

The only way to develop these skills is to practice. That is, the only way to develop the ability to communicate and collaborate to solve challenging problems is to work in groups to try to solve challenging problems by communicating and collaborating. In the courses I teach, the students invest a lot of time struggling with challenging problems in groups. The problems always require the students to reach a new level of understanding and to generate an idea in their minds that wasn’t put there by anyone else. To have an “Aha!” moment.

Basically, I’m not trying to teach the students as much as I’m trying to develop them. Develop their mental strength, mental stamina, and the ability to tackle a problem that they have never seen before and have no idea how to solve. Today’s students aren’t used to this. Many students today prefer to be trained how to do a problem rather than to invest time trying to figure it out for themselves.

This is not surprising because the word UNDERSTAND was recently banned from learning goals at many universities! The reasoning cited that you can’t measure understanding, but you can measure whether the student can solve a particular type of problem. In fact, with non-standardized assessment, it is possible to determine whether a student understands a concept.

When students are trained to follow specific procedures to get the answer, they are flummoxed when they are given a problem that they weren’t trained how to solve. They raise their hands and say things like, “I’ve never seen a problem like this before,” “I have no idea what to do,” “How do you expect us to do the problem if you don’t show us how, you’re the teacher; that’s your job.”

It may seem counter-intuitive to some, but a teacher best supports students by not jumping in to steal their struggle. Difficulty awakens the genius. The problem, as I see it, is that students are used to getting help as soon as they don’t know what to do. As a result, not knowing what to do creates stress and shame. These are unhealthy emotions that hinder the development of the student. One way to avoid stress and shame among the students is by giving them straightforward problems that they have been trained to solve.

Another is to explain to the student that there is no progress without struggle and that school is the best place to practice struggling with challenging problems. Once the students understand that struggling with challenging problems is the key to their development, they have the attitude, “I have never seen a problem like this before and I have no idea how to solve it. What a wonderful opportunity to learn and develop!”

These students have a lot of fun tackling really challenging problems in a group. Sometimes they don’t solve them. That’s OK. The answer is not important. It is the struggle that is important. It is important that young people develop the skills to tackle challenging problems because they will have to tackle challenging problems after they leave the university. The first time that a young person must tackle a challenging problem should not be during a job interview.

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WiseEnergy.org: discusses the Science (or lack thereof) behind our energy options.

C19Science.info: covers the lack of genuine Science behind our COVID-19 policies.

Election-Integrity.info: multiple major reports on the election integrity issue.

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“How Culture Shapes Terrorism”

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The University of Central Florida Nicholson School of Communication is proud to bring you the third in a Lecture Series on Terrorism and Communication. The title for this lecture is “”.

[youtube]http://www.youtube.com/watch?v=ABCDEFGH[/youtube]

Professor Jonathan Matusitz has 95 academic publications and over 100 conference presentations, he taught at a NATO-affiliated military base in Belgium in 2010. In 2011, Dr. Matusitz’s research was cited by the U.S. Supreme Court.

Tonights special guest speaker is Congresswoman Sandy Adams (2011-13)

Ms. Adam’s background in law enforcement and as a U.S. Congresswoman gives her a unique perspective on this subject matter you are fortunate to hear.

The DOD definition of terrorism is “the calculated use of violence or the threat of violence to inculcate fear; intended to coerce or to intimidate governments or societies in the pursuit of goals that are generally political, religious, or ideological.”. A RAND study showed that 96% of worldwide terrorism is Islamist related. Therefore, understanding terrorism is of paramount importance to every American.

With that in mind – Professor Matusitz and Dr. Danielle Franco want to make this information on terrorism available to the general public.

“Terrorists are inspired by many different motives. Students of terrorism classify them into three categories: rational, psychological, and cultural. A terrorist may be shaped by combinations of these.

This excerpt below on Culture and Terrorism is sourced from, ” U.S. Army, Field Manual 100-20, Stability and Support Operations, (Final Draft), “Chapter 8: Combatting Terrorism.”

Cultural Motivation”

Cultures shape values and motivate people to actions that seem unreasonable to foreign observers. Americans are reluctant to appreciate the intense effect of culture on behavior. We accept the myth that rational behavior guides all human actions. Even though irrational behavior occurs in our own tradition, we seek to explain it by other means. We reject as unbelievable such things as vendettas, martyrdom, and self-destructive group behavior when we observe them in others. We view with disbelief such things as the dissolution of a viable state for the sake of ethnic purity when the resulting ministates are economically anemic.

The treatment of life in general and individual life in particular is a cultural characteristic that has a tremendous impact on terrorism. In societies in which people identify themselves in terms of group membership (family, clan, tribe), there may be a willingness to self-sacrifice seldom seen elsewhere. (Note, however, that American soldiers are less surprised at heroic sacrifice for one’s military unit; the difference among cultures is in the group with which one identifies.) At times, terrorists seem to be eager to give their lives for their organization and cause. The lives of “others,” being wholly evil in the terrorists’ value system, can be destroyed with little or no remorse.

Other factors include the manner in which aggression is channeled and the concepts of social organization. For example, the ambient level of violence is shaped by the political structure and its provisions for power transfer. Some political systems have no effective nonviolent means for the succession to power. A culture may have a high tolerance for non political violence, such as banditry or ethnic “turf” battles, and remain relatively free of political violence. The United States, for example, is one of the most violent societies in the world. Yet, political violence remains an aberration. By contrast, France and Germany, with low tolerance for violent crime, have a history of political violence.

A major cultural determinate of terrorism is the perception of “outsiders” and anticipation of a threat to ethnic group survival. Fear of cultural extermination leads to violence which, to someone who does not experience it, seems irrational. All human beings are sensitive to threats to the values by which they identify themselves. These include language, religion, group membership, and homeland or native territory. The possibility of losing any of these can trigger defensive, even xenophobic, reactions.

Religion may be the most volatile of cultural identifiers because it encompasses values deeply held. A threat to one’s religion puts not only the present at risk but also one’s cultural past and the future. Many religions, including Christianity and Islam, are so confident they are right that they have used force to obtain converts. Terrorism in the name of religion can be especially violent. Like all terrorists, those who are religiously motivated view their acts with moral certainty and even divine sanctions. What would otherwise be extraordinary acts of desperation become a religious duty in the mind of the religiously motivated terrorist. This helps explain the high level of commitment and willingness to risk death among religious extremist groups.”

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