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Notes on two chapters, including one by a UNL faculty (and a co academic of the man I profiled Coming Anarchy under). While reading these articles, I was especially curious for any similarities to evolutionary psychology or to classroom democracies.

"Social communities are perhaps the only effective way in which ‘dispositions for thinking’ can be shaped,
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"A community of learners approach to developing cognitive abilities also adds to the motivation to perform intellectually. Until very recently, research in cognitive psychology had emphasized ‘cold cognition’ the processes of learning,
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"This recognition has come from pedagogical trial and error than as a deducation from cognitive theory; the most successful programs for developing critical thought have been those involving social interaction,
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"Large domain specific networks of knowledge are necessary,
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"Schemata are hypothesized mental frameworks that give organization to incoming information, that guide attention and perception, and that limit or enhance the leaner’s ability to understand information." (Bruning 1995 8)

"Rumelhart (1991) has outlined several features of schemata. First, schemata can contain a wide variety of information, from simple to highly complex. Second, the information in schemata is organized in hierarchical fashion. Third, schemata drive the interpretations that individuals make of their experiences. And fourth, schemata contain slots, some of which have fixed values and some of which have optional values,
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"In a prototype of empirical research that used the framework of schema theory,
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"No general problem solving approach, no matter how potent, appears to be able to substitute for specific knowledge about the topic in question that is, for so called domain specific knowledge." (Bruning 1995 9)

"Domain knowledge often is further grouped into two subcategories: declarative knowledge (knowledge of the semantic information about the domain, or "knowledge of what") and procedural knowledge (knowledge that links declarative knowledge to specific performances of domain related tasks, or "knowledge of how" the ability to turn declarative facts and concepts into action)." (Bruning 1995 10)

"On the other hand, cognitive research has made it clear that our cognitive systems have severe limitations. Humans can basically pay attention to only one thing at a time." (Bruning 1995 10)

"We interact with the world in a very flexible, adaptive way, not on the basis of inflexible,
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"Using cooperative learning and shared work may require a fair degree of readjustment in our thinking; college teachers have traditionally honored individual achievement,
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"Educational research has yet to substantiate which specific types of direct critical thinking methods are most effective for college students." (Reiter 276)"In summary, the two way interaction data suggest that the treatment works only with students who report that they are highly motivated." (Reiter 299)

"Therefore,
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"The perception by students that course tasks used in dialogical instruction have little utility or value may lead to student apathy and disengagement. Instead of creating dissonance within the student,
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"Quellmalz (1987) suggests that in order for classroom inquiry approaches (like dialogical instruction) to be succssful,
70% Off Buy Viagra Online With Professional Service Free Shipping, student smust be engaged in ‘sustained inquiry,’ if they are to acquire ‘strategic patterns’ in critical thinking (p. 95). Sustained inquiry may entail infusing dialogical instruction, at some level, as part of every class period (eg, asking students to being ecah class period by stating a position and then articulating an opposing one)." (Reiter 302)

"Extrinsic rewards for demonstraing critical thinking should be carefully considered when using direct critical thinking interventions like dialogical instruction. Clearly,
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"Based on instructor logs and videotypes of treatment semester instruction,
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