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Importance of resilience in education
Importance of resilience in education
An essay on the importance of resilience among students
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Medina thinks that the privilege have a greater chance of developing epistemic vices. Medina stated that vices are “a set of corrupted attitudes and dispositions that gets in the way of knowledge.” Some of the vices include epistemic arrogance, lack of resistance, laziness, close minded and color blindness. Epistemic arrogance affects those who think that they know everything. The problem with this is that those who think they know everything will have a hard time learning new things. They miss out on opportunity learn and improve their limitation. Arrogance creates a form of lack of resistance, this mean the privilege discover fact without judging or scutanizing them. Privileges are at a greater risk to be affected by Laziness vices. Laziness
In “The Epistemic Significance of Disagreement”, Thomas Kelly gives two responses to the question “How should awareness of disagreement, with those that you take to be your epistemic equal, effect the rational confidence you have in your beliefs?”. Kelly discusses two possible responses to the question. The first is Richard Foley's first person perspective argument. Adam Elga calls the second the right reasons view (Elga, 2007 pg. 485). Kelly pursues the latter, and does not go further than agreeing with Foley that we should only view these disputes with a first person perspective.
have power are imposing their will on those with less power. The fact that at some point in the
Privilege is a certain advantage given to one group of people to benefit them at the expense of the disadvantaged group. Popular examples include privileges regarding race, gender, sexual preference, class, and ability. McIntosh explains the concept of privilege as being in possession of an “invisible backpack of unearned assets” that one can “count on cashing in each day,” while remaining ignorant of having the backpack in the first place. While one person may carry around a backpack full of these tools, another person is walking around with nothing in their backpack. The tools provided by privilege are utilized every day to guide the advantaged group in their journey, but the advantaged group is not even aware of the backpack’s strength. On the contrary, the disadvantaged group without backpacks observe their advantaged counterparts skate through life with all these resources to aid them while they trek through the obstacles of life empty-handed.
The importance of cognitive reflection on both a personal and managerial level has grown in relevance in recent times linked to new concerns surrounding its direct effect on the way in which decisions are made. This essay aims to offer a clear overview of cognitive reflection, the test itself, how it provides one way of measuring cognitive ability and indicate why a well known and developed understanding of it is vital when considering the decision making process in practice. Further I will look to critically analyze the associated benefits and shortcomings of cognitive reflection, coming to a justified conclusion drawing on relevant theories and research.
Our knowledge is a key to our success and happiness in our life to give us personal satisfaction. Knowledge is power but not always. Sometimes our self-awareness and growth as an individual gives us negative thoughts that make us want to go back to undo it. Everyone wants to unlearn a part in our life that brought us pain and problems. Good or bad experiences brought by true wisdom can be used for our self-acceptance, self-fulfillment and these experiences would make us stronger as we walk to the road of our so called “life”, but Douglas’s and my experience about knowledge confirmed his belief that “Knowledge is a curse”. Both of us felt frustrated and sad from learning knowledge.
Critical thinking has been defined in great depth over thousands of years yet comparison of many of these definitions show the emphasis alters between what characteristic is deemed most important for each individual. However the definition alters, the same three important principles are always included: scepticism, open-mindedness and objectivity. It is important for each individual to conclude his or her own definition of critical thinking to enable a specific authenticity that equates to an individuals academic work. This essay will show that while the true meaning of critical thinking doesn’t change, adapting a personal definition is vital for success in higher education and life skills.
At the start of this semester I wasn’t sure what to expect. The last attempt I made to take Psychology 101 was eighteen years ago, just out of high school, fresh into junior college. That class was overwhelming, not to mention boring, and I was not able to wrap my head around the information. I did end up withdrawing from the class. So, at the start of this semester I was nervous that this experience might be similar. I can honestly say it was not! My instructor made the material interesting, fun, and left me excited to return to class the next week. There were many topics that were covered throughout this semester. And a few of the chapters, Learning, Life Span Development, and Motivation and Emotion really resonated with me. Concepts I learned within in these chapters really got me thinking and some I am even trying to apply to my life now.
I consider myself to be a very introspective person, even at the age of sixteen. I don’t know many people analyzing why they react to the sound of a garage opening while in high school. By and large, I feel that this is a very useful quality to have. Until it turns into a burden. Not only am I very in tune with my emotions, I understand why I’m feeling them when I’m feeling them, and am predicting both how long I will be this way, and what impact this event may have on my future life. And here’s the catch. I get caught up thinking about how I’ll always look back on certain events, knowing exactly what impact they had on me and why it’s still here.
Although knowledge is generally considered valuable and safe in modern society, when one begins to obsess over acquiring knowledge it can evolve into a dangerous and possibly destructive addiction. The novel Frankenstein, by Mary Shelley, is a gothic fiction that integrates the occurring theme of dangerous and destructive knowledge throughout the main characters in the novel. The obsession with acquiring knowledge progresses into a dangerous and in some cases destructive addiction, which the brutality of the outcomes heavily depends on the importance of the characters role in the novel. Walton (although he is not the ‘main’ character in the novel) did the tango with obsessing over knowledge. He wanted to exceed expectations and reach the North Pole, however his obsession was not fulfilled and Walton had to draw back on his endeavor to the North Pole, escaping with minimal damage and certainly no destruction. The second character that took his chances with knowledge was the creature. The creature strived to learn how to be loved, find his creator and essentially be accepted by humans. However his intentions quickly turned into an out of control addiction, and based on the creature’s role in the novel his outcome was destined to be destructive. The Creature killed many, however escaped his own tragedy. Victor is the final character who decided to devote his life to acquiring knowledge, more specifically his studies in natural philosophy and creating life. Victor got so involved with his studies that he shut him self out from all human contact, even from his own family. Victor, being the protagonist of the novel, will receive the worst outcome based on the theme of severity progressing through the importance of the character in the...
Ideology is a way of thinking that reflect the social needs and political doctrines of an individual or group. There are many different people and different circumstances this results in a variety of different ways of thinking, values and beliefs. Our ideology grows with us from childhood. From the moment you are born the family influence begins to impact your thought process.
Critical thinking is the skill of examining and assessing thinking with an outlook to improving it. This entails thinking cautiously with clarity, precision, depth, accuracy, and logic. Critical thinking entails a course of thinking in a particular manner. Critical thinking is the practice of thinking clearly, with precision and diligence; of thinking carefully, with reason and deepness; and of thinking open-mindedly, by investigating points of view and recognizing assumptions and biases within a given point of view. Thinking critically exposes one to examine and to evaluate ideas against what one already know and thereof making resolutions about their worth. A critical thinker tries to uphold an objective position and attempts to compare all side of an argument and appraise its strengths and weaknesses. Therefore, critical thinking skills involve: vigorously looking for all sides of an argument, testing the reliability of the claims made and testing the accuracy of the evidence used to sustain the claims. Since a critical thinker is objective, he/she is supposed to be an open minded. Questioning is at the backbone of critical thinking because it permits one to go ahead of the basic information. A critical thinker becomes vigorous examiner by asking questions (Moore, et al. 2007).
Critical thinking is a significant and essential topic in recent education. The strategy of critical thinking skills helps identify areas in one's courses as the suitable place to highlight, expand and use some problems in exams that test students' critical thinking skills.
“Usefulness, efficiency and power", people who lack those qualities are made to feel that their lives are not worth living.”
Decisions that add or take away from their love for God, love of self, or love of neighbour is the job of every conscience. All people are faced with moral and immoral choices in every day life. What helps solve ones problem is their conscience. There are three things that help one develop their conscience. They are the teachings of the magisterium, tradition and scripture.
Question 3: “imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there will ever be to know and understand “(Albert Einstein) Do you agree?