Digital Literacy: A Demand for Nonlinear Thinking Styles

This paper makes a case for a direct relationship between digital literacy and nonlinear thinking styles, articulates a demand for nonlinear thinking styles in education and the workplace, and states implications for a connection between nonlinear thinking styles visual literacy, and intuitive artistic practice.

Contemporary Cuban Culture: Notes on Alternative Thinking, Lecture by Madeline Cámara Betancourt

This flyer promotes the event "Contemporary Cuban Culture: Notes on Alternative Thinking Lecture by Madeline Cámara Betancourt ". Credit for image on flyer: Baruj Salinas, Punta Cana VI, 1999.

The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs

The purpose of this study was to determine the knowledge and use of critical thinking teaching strategies by full-time and part-time faculty in Associate Degree Nursing (ADN) programs. Sander's CTI (1992) instrument was adapted for this study and pilottested prior to the general administration to ADN faculty in Southeast Florida. This modified instrument, now termed the Burroughs Teaching Strategy Inventory (BTSI), returned reliability estimates (Cronbach alphas of .71, .74, and .82 for the three constructs) comparable to the original instrument. The BTSI was administered to 113 full-time and part-time nursing faculty in three community college nursing programs. The response rate was 92% for full-time faculty (n = 58) and 61 % for part-time faculty (n = 55). The majority of participants supported a combined definition of critical thinking in nursing which represented a composite of thinking skills that included reflective thinking, assessing alternative viewpoints, and the use of problem-solving. Full-time and part-time faculty used different teaching strategies. Fulltime faculty most often used multiple-choice exams and lecture while part-time faculty most frequently used discussion within their classes. One possible explanation for specific strategy choices and differences might be that full-time faculty taught predominately in theory classes where certain strategies would be more appropriate and part-time faculty taught predominately clinical classes. Both faculty types selected written nursing care plans as the second most effective critical thinking strategy. Faculty identified several strategies as being effective in teaching critical thinking. These strategies included discussion, case studies, higher order questioning, and concept analysis. These however, were not always the strategies that were used in either the classroom or clinical setting. Based on this study, the author recommends that if the profession continues to stress critical thinking as a vital component of practice, nursing faculty should receive education in appropriate critical teaching strategies. Both in-service seminars and workshops could be used to further the knowledge and use of critical thinking strategies by faculty. Qualitative research should be done to determine why nursing faculty use self-selected teaching strategies.

Contemporary Cuban Culture: Notes on Alternative Thinking, Lecture by Madeline Cámara Betancourt

Dr. Madeline Camara Betancourt gives a lecture that considers several key cultural, political, and literary events as "crossroads" that have generated alternative thoughts in the quest for a Cuban identity after 1959.

Future thinking instructions improve prospective memory performance in adolescents

Funding This work was supported by the German Research Foundation [DFG grants SFB 940/1]. Acknowledgements We would like to thank Lia Kvavilashvili for her helpful comments on this study during the International Conference on Prospective Memory (ICPM4) in Naples, Italy, 2014. We thank Daniel P. Sheppard for proofreading the manuscript.

'A Kind of Logic, A Kind of Dominant Logic': Navigating Colonialism, Honoring Black Mobility, and Thinking on Moving Through

My thesis thinks through the ways Newtonian logics require linear mobility in order to produce narratives of progress. I argue that this linear mobility, and the resulting logics, potentially erases the chaotic and non-linear motions that are required to navigate a colonial landscape. I suggest that these non-linear movements produce important critiques of the seeming stasis of colonial constructs and highlight the ways these logics must appear neutral and scientific in an attempt to conceal the constant and complex adjustments these frameworks require. In order to make room for these complex motions, I develop a quantum intervention. Specifically, I use quantum physics as a metaphor to think through the significance of black life, the double-consciousness ofland, and the intricate motions of sound. In order to put forth this intervention, I look at news coverage of Hurricane Katrina, Du Bois’s characterization of land in Souls of Black Folks, and the aural mobilities of blackness articulated in an academic discussion and interview about post- humanism.

DIGITAL HISTORY: DESIGNING VIRTUAL ENVIRONMENTS THAT SUPPORT CRITICAL THINKING AND IDEA EXCHANGE, MOTIVATE AND ENGAGE USERS

In my thesis I argue for the use of system designs that: a) open access to a variety of users and allow for collaboration and idea exchange, while at the same time, b) are designed to motivate and engage users. To exemplify my proposed systems design, I created an interactive and open digital history project focused on Romanian culture and identity during Communism, from 1947, when the Communist Party took power by forcing the King to abdicate, until the revolution in 1989, which marked the end of Communism in Romania (Gilberg, 1990, Boia, 2014). In my project, I present the possibility to recreate Habermas’ notion of public sphere and “the unforced force of the better argument” (Habermas, 1989) and Dewey’s (2004) understanding of democracy as a mode of associated living imbued of the spirit of inquiry within contemporary digital history projects. Second, I outline system designs that motivate and engage users, by satisfying the basic psychological needs outlined in Ryan and Deci’s (2000) self-determination theory: autonomy, competence, and relatedness. Two more concepts are included to complete the proposed digital history project design: presence (Ryan, Rigby, & Przybylski, 2006) and learner hero (Rigby & Przybylski, 2009).

WAKING (TO) THINKING BEING: A STUDY OF EDUCATION, METAPHYSICS, MIND, AND LANGUAGE

This dissertation articulates the basic aims and achievements of education. It recognizes language as central to thinking, and philosophy and education as belonging profoundly to one another. The first step is to show that although philosophy can no longer claim to dictate the foundations of knowledge or of disciplines of inquiry, it still offers an exceptionally general level of self-understanding. Education is equally general and faces a similar crisis of self-identity, of coming to terms with reality. Language is the medium of thought and the repository of historical mind; so a child’s acquisition of language is her acquisition of rational freedom. This marks a metaphysical change: no longer merely an animal, she comes to exercise her powers of rationality, transcending her environment by seeking and expressing reasons for thinking and doing. She can think about herself in relation to the universe, hence philosophize and educate others in turn. The discussion then turns to the historical nature of language. The thinking already embedded in language always anticipates further questioning. Etymology serves as a model for philosophical understanding, and demonstrates how philosophy can continue to yield insights that are fundamental, but not foundational, to human life. The etymologies of some basic educational concepts disclose education as a leading out and into the midst of Being. The philosophical approach developed in previous chapters applies to the very idea of an educational aim. Discussion concerning the substantiality of educational ideals results in an impasse: one side recommends an open-­ended understanding of education’s aims; the other insists on a definitive account. However, educational ideals exhibit a conceptual duality: the fundamental achievements of education, such as rational freedom, are real; but how we should understand them remains an open question. The penultimate chapter investigates philosophical thinking as the fulfillment of rational freedom, whose creative insights can profoundly transform our everyday activities. That this transformative self-understanding is without end suggests the basic aims of education are unheimlich. The dissertation concludes with speculative reflection on the shape and nature of language, and with the suggestion that through education reality awakens to itself.

From Content to Concept: Thinking Historically in the Elementary Classroom

In a little more than a century Canadian history and social studies education has faced a barrage of questions that has complicated its delivery in schools. Questions about the purpose of social studies, whose history should be taught and how it should be taught have clouded what the purpose of social studies and history education should be. The current project has employed historical thinking (specifically Seixas and Morton’s six historical thinking concepts) as a lens for teaching social studies and history. Students will engage in activity meant to develop habits of mind, namely understandings of historical perspective, historical significance, continuity and change, cause and consequence, use of primary sources and the ethical dimension of history. The goal is participation in a classroom inquiry, wherein students will collaboratively construct a timeline of Canadian history. Each entry will be determined as significant to Canadian narrative by students, and will be evaluated through one or several thinking concepts.

Thinking Architecture with an Indian Ocean Aquapelago

This article takes up the charge of thinking architecture with one of the Indian Ocean’s central coral atoll formations, the Maldives archipelago. It is undertaken as a critique of the concept of the archipelago as deployed in architecture since the 1970’s. Architects have used the archipelago as a metaphoric metageographical concept based on a land/sea binary, to conceive of architecture as autonomous from its environments. This permits the discipline exemption from its contexts and frames its engagement with the diverse mobilities of contemporary globalization. To counter this, the article draws from a broad body of literature familiar to readers of GeoHumanities, namely island studies, urban island studies, political ecology and thinking with water to undertake a reading of the Maldives as an oceanic aquapelago, as an alternative metageographical concept for architecture in today’s globalized world.

In tyrannos! Political Theology and “messianic difference” in Franz Rosenzweig’s New Thinking

This paper deals with an elucidation of the theologico-political implications of Franz Rosenzweig’s relational conception of time in his work The Star of Redemption, the peculiarity of which expresses the concept “messianic difference”. Considered from the standpoint of the secularization debate, this messianic temporality offers a response to the verification of the Hegelian assembly of political philosophy and philosophy of history which, according to Rosenzweig, First World War represented. The consequent political disappointment experienced by the author of Hegel und der Staat led him to the pursuit of a Neues Denken determined by the ontological primacy of time as well as the unbreakable relationship which Rosenzweig established between “temporality” and “otherness”. Taking as terminus a quo the anthropological distinction between “personality” and “self”, i. e. between “ethics” and “metaethics”, that Rosenzweig presents in The Star, I will finally attempt to explore the various modes of temporalization that, depending on the relation to the temporalization of God and the world, are possible for the Rosenzweigian Self, as well as their related theologico-political aftermaths.