Higher education emphasizes higher order thinking skills (Bostock, n.d.), in particular in relation to specific disciplines, but also serves to build effective citizenship skills (Chan et al, n.d.).
Merriam Webster (n.d.) defines idea as: “a thought, plan, or suggestion about what to do; an opinion or belief; (or) something that you imagine or picture in your mind”. The appropriate context is that this is an academic environment, and that such environments demand academic rigor.
Academic rigor entails encouraging assumptions and beliefs to be constructively questioned, and critical thinking rather than just “regurgitation” (Great Schools Partnership, 2014). It is intended to challenge students, and to build the skills that will ensure our work …show more content…
When responding to difference in values it is important that I substantiate my views – i.e. I do not engage in an argument about values; and that I am sensitive to the importance of values to people. The concept of cognitive dissonance is important in this context. Cognitive dissonance can generate feelings of discomfort when values are challenged, either by inconsistency in personal values and behaviors (e.g. I am concerned about the environment but am an extensive air-traveler, and aware that this is environmentally unfriendly) or by external value challenges (e.g. I am uncomfortable about someone else pointing out this inconsistency of …show more content…
Discussion of my own values and conclusions.
Feedback on the merit of the argument, and ways it might be enhanced academically. Assessment of whether the argument is correct or incorrect, since that would be my own interpretation only.
Articulation of how I believe the work is value-laden, if the values concerned are not specifically identified and the possibility of different approaches to the topic is not considered Articulation of my own values, unless for the purpose of illustrating how a different value set could lead to a different conclusion, though even then it may be better to use an abstract example rather than a personal one.
Sufficient detail to substantiate my assessment, including examples where helpful. I consider that assessments should be as defensible as the work being assessed. Extraneous information not directly related to the topic – which could easily happen if I were pre-occupied with defending my own values rather than assessing against the topic.
Positive reinforcement of things done well. A negative standpoint – which is also possible if I have strong emotional reactions to the values
Merriam Webster (n.d.) defines idea as: “a thought, plan, or suggestion about what to do; an opinion or belief; (or) something that you imagine or picture in your mind”. The appropriate context is that this is an academic environment, and that such environments demand academic rigor.
Academic rigor entails encouraging assumptions and beliefs to be constructively questioned, and critical thinking rather than just “regurgitation” (Great Schools Partnership, 2014). It is intended to challenge students, and to build the skills that will ensure our work …show more content…
When responding to difference in values it is important that I substantiate my views – i.e. I do not engage in an argument about values; and that I am sensitive to the importance of values to people. The concept of cognitive dissonance is important in this context. Cognitive dissonance can generate feelings of discomfort when values are challenged, either by inconsistency in personal values and behaviors (e.g. I am concerned about the environment but am an extensive air-traveler, and aware that this is environmentally unfriendly) or by external value challenges (e.g. I am uncomfortable about someone else pointing out this inconsistency of …show more content…
Discussion of my own values and conclusions.
Feedback on the merit of the argument, and ways it might be enhanced academically. Assessment of whether the argument is correct or incorrect, since that would be my own interpretation only.
Articulation of how I believe the work is value-laden, if the values concerned are not specifically identified and the possibility of different approaches to the topic is not considered Articulation of my own values, unless for the purpose of illustrating how a different value set could lead to a different conclusion, though even then it may be better to use an abstract example rather than a personal one.
Sufficient detail to substantiate my assessment, including examples where helpful. I consider that assessments should be as defensible as the work being assessed. Extraneous information not directly related to the topic – which could easily happen if I were pre-occupied with defending my own values rather than assessing against the topic.
Positive reinforcement of things done well. A negative standpoint – which is also possible if I have strong emotional reactions to the values