Blog - by Linda Elder with Richard Paul Archives

{"ops":[{"attributes":{"bold":true},"insert":"[Missed Part 7? "},{"attributes":{"bold":true,"link":"https://community.criticalthinking.org/blogPost.php?param=250"},"insert":"Read It Here"},{"attributes":{"bold":true},"insert":"]"},{"insert":"\n"},{"attributes":{"bold":true},"insert":" "},{"insert":"\n"},{"attributes":{"italic":true,"bold":true},"insert":"Post-Transcript Analysis and Discussion [1 of 4]"},{"insert":"\n \nSocratic questioning is flexible. The questions asked at any given point will depend on what the students say, what ideas the teacher wants to pursue, and what questions occur to the teacher. Generally, Socratic questions raise basic issues, probe beneath the surface of things, and pursue problematic areas of thought.\n \nThe above discussion could have gone in a number of different directions. For instance, rather than focusing on the mind’s relationship to emotions, the teacher could have pursued the concept ‘mind’ by asking for more examples of its functions, and having students group them. The teacher could have followed up the response of the student who asked, “Does reputation mean that if you have a good reputation you want to keep it just like that?” He might, for instance, have asked the student why he asked that, and asked the other student what they thought of the idea. Such a discussion may have developed into a dialogical exchange about reputation, different degrees of goodness, or reasons for being bad. Or the concept ‘bad people’ could have been pursued and clarified by asking students why the examples they gave were examples of bad people. Students may then have been able to suggest tentative generalizations which could have been tested and probed through further questioning. Instead of exploring the influence of perspective on evaluation, the teacher might have probed the idea, expressed by one student, that no one is “really bad.” The student could have been asked to explain the remark, and other students could have been asked for their responses. In these cases and others, the teacher has a choice between any number of equally thought provoking questions. No one question is the ‘right’ question.\n \nA general discussion such as this lays the foundation for subsequent discussions by raising and briefly covering a variety of interrelated issues. This can be followed up in small group discussions or made the basis of brief writing assignments or integrated into the discussion of literature, history, or other subject areas. Note the variety of questions that were raised in the preceding discussion:\n \n"},{"attributes":{"italic":true},"insert":"1. Is the mind like a machine that operates your body?"},{"attributes":{"indent":1},"insert":"\n\n"},{"attributes":{"italic":true},"insert":"2. How is it influenced by events?"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"If something happening around you is sad."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"If you get something you want."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"3. How is it influenced by its own interpretations and meanings?"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"You get the same toy. One person might like it. The other gets the same toy and he doesn’t like the toy."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"When you start doing stuff and you find that you like some stuff best."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"indent":2},"insert":"\n"},{"attributes":{"italic":true},"insert":"4. How is it shaped by significant persons like parents?"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Because you’re always around them and then the way they act, if they think they are good and they want you to act the same way, then they’ll sort of teach you and you’ll do it."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"indent":2},"insert":"\n"},{"attributes":{"italic":true},"insert":"5. How is it shaped by cultural forces like peer groups?"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Because you’re around them."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"Like, Eskimo kids probably don’t even know what the word ‘jump-rope’ is. American kids know what it is."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"And also we don’t have to dress like them or act like them and they have to know when a storm is coming so they won’t get trapped outside."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"6. Does free will involve more than just inwardly deciding?"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"You can’t"},{"attributes":{"italic":true},"insert":" "},{"insert":"just decide you want to be smart, you have to work for it."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"You got to work to be smart just like you got to work to get your allowance."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"Sometimes I think I’ve been bad too long and I want to go to school and have a better reputation, but sometimes I feel like just making trouble and who cares."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"7. Are minds sometimes deceived by others or self-deceived?"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Like, everyone might think you were good but you might be going on dope or something."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"You can’t tell a book by how it’s covered."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"The bums, … not really ‘cause they might not look good but you can’t judge them by how they look. They might be really nice and everything."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"A lot of them (bad guys) don’t think they’re bad."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"It depends what his mind is like. He might think he is doing good for his family or he might think he is doing bad for the other person"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"Yeah, because you could try to be good. I mean, a lot of people think this one person’s really smart but this other person doesn’t have nice clothes but she tries really hard and people don’t want to be around her."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"8. What are people really like?"},{"insert":" Should you approach anyone as if they were evil?"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"None of us are really bad!"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"Really, I don’t know why our people and their people are fighting. Two wrongs don’t make a right."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"They might be shy and just want to be left alone."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"9. Should you think as others think or do your own thinking?"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Lots of people go by other people."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"You could ask, but I would try to judge myself."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":"You could try to meet her and decide whether she was bad or good."},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"}]}

{"ops":[{"insert":"In the past hundred years or more, the idea of a dystopian world has increasingly taken root. The term dystopian has somewhat different uses, with its core definition referring to the opposite of the ideal (utopian) society. As a developing concept, dystopian thinking generally refers to imagining a human future marked by great suffering, oppression, and injustice. Many people see global warming and failures to sustain the earth’s resources as dystopian, which may lead to a sense of hopelessness. In addition, dystopian thinkers spotlight how in many societies today, information, as well as independence of thought and freedom of thought, are restricted or censored. People are perceived as being under constant surveillance, with little or no rights to privacy (increasingly in accord with George Orwell’s predictions in his book "},{"attributes":{"italic":true},"insert":"1984"},{"insert":"), and consequently, these people may develop a fear of the outside world. According to dystopian thinking, people are under government control, religious control, bureaucratic control, and/or technological control, with loss of the individual as a consequence. This perspective often leads to a growing view of society as an antagonist against which people must fight or dissent. There is dystopian fiction, dystopian conversation, and private dystopian thinking. You may be influenced by any or all of these.\n\nIt is true that humans are in many ways restricted by societal impositions, by authoritarian or sophistic governments, and by the influences and controls of religion, bureaucracy, and technology. It is true that we live in an era of government and corporate surveillance which appears to be growing worse, with its attendant loss of privacy and dignity. It is also true that neither freedom of thought, freedom of speech, nor the other basic human rights are widespread across human societies.\n\nDespite all these dark realities and their implications, in the end, as a thinker, you have options. Ideally you can accept that humans are imperfect (and, in many ways, absurd), while you yourself attempt to live at the highest level of self-fulfillment possible within societal constraints, and at the same time doing what you can to contribute to a better world. Alternatively, sadly, you can maintain a feeling of hopelessness and recoil into a cloud of depression caused by feelings of impotence. Or, again sadly, you may choose to deal with your dystopian feelings through indifference, apathy, mediocrity, or even violence. \n\nEach of us has the right to find happiness in ways that do not harm others, despite the deficient world in which we live. This cannot be done if we emotionally collapse under dystopian thinking or allow ourselves to become emotionally imbalanced in any other ways, such as through violence.\n\nI do not at all mean to deny or ignore the dystopian features of human cultures and governments. But as aspiring critical thinkers, we can only work to remedy these problems to the extent that we are able, while also working around them to achieve what personal goals we can in our lifetimes in keeping with conscientious values.\n\nConsider: what important implications follow, for you, from harboring a sense of hopelessness? What important implications follow from nurturing a sense of impotence in yourself? What implications come from dwelling on existing dystopian realities and future dystopian possibilities? What can you personally do to change anything at all about human societies? In other words, how can you productively work against dystopian realities? How can you preserve your sense of self and develop your creative talents while living in this very imperfect human world?\n\nIf you fall prey to dystopian thinking, realize how this will likely affect your mental well-being. How can you be other than depressed, anxious or irritable if you constantly think about how sick, ridiculous, and bizarre are people, governments, their beliefs, and their actions? Answered frankly, you cannot. Realize that you are not responsible for making the world a sane place, as much as you may want to, and as clearly as you may see a path to more cultivated ways of living. You are only responsible to do what you can to positively affect any part of life or the earth itself. Beyond that, you have every right to pursue activities that bring you pleasure. You are not required to carry the weight of the world on your back; in any case, you cannot.\n\n"},{"attributes":{"bold":true},"insert":"INTERNALIZE THE IDEA: AVOIDING DYSTOPIAN THINKING"},{"insert":"\n\nIf you fall prey to dystopian thinking, write out your answers to these statements:\n\n1. Dystopian thinking affects me in the following ways . . ."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"2. I get my dystopian ideas from . . ."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"3. I realize I need to replace dystopian thinking with the following reasoning . . ."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"4. Therefore, I intend to make the following changes in my life . . ."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"\nThis blog has been excerpted (and modified) from pages 313-315 of "},{"attributes":{"italic":true},"insert":"Critical Thinking Therapy: For Happiness and Self-Actualization"},{"insert":", by Linda Elder (2025), Treely Green Publishing Co. (treelygreenpublishing.com).\n\n---\n"},{"attributes":{"italic":true},"insert":"DISCLAIMER: Dystopian thinking can lead to deep depression and other enduring negative emotions requiring professional help. The ideas in this blog cannot substitute for professional therapeutic help where it is needed.      "},{"insert":"\n"}]}

{"ops":[{"attributes":{"bold":true},"insert":"[Missed Part 6? "},{"attributes":{"bold":true,"link":"https://community.criticalthinking.org/blogPost.php?param=248"},"insert":"Read It Here"},{"attributes":{"bold":true},"insert":"]"},{"insert":"\n"},{"attributes":{"bold":true},"insert":" "},{"insert":"\n"},{"attributes":{"italic":true,"bold":true},"insert":"Transcript [2 of 2]"},{"insert":"\n"},{"attributes":{"italic":true,"bold":true},"insert":" "},{"insert":"\n"},{"attributes":{"italic":true},"insert":"Does your mind come to think at all the way the children around you think? Can you think of any examples where the way you think is like the way children around you think? Do you think you behave like other American kids?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: Yes.\n \n"},{"attributes":{"italic":true},"insert":"What would make you behave more like the kids around you than like Eskimo kids?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: Because you’re around them.\nStudent: Like, Eskimo kids probably don’t even know what the word “jump-rope” is. American kids know what it is.\n \n"},{"attributes":{"italic":true},"insert":"And are there things that the Eskimo kids know that you don’t know about?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":" \n[The transcript then skips to a later point in the dialogue.]\n \n"},{"attributes":{"italic":true},"insert":"So sometimes people think somebody is real good and they’re not and sometimes people think that somebody is real bad and they’re not. Like if you were a crook, would you let everyone know you’re a crook?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudents: [Chorus of “NO!”]\n \n"},{"attributes":{"italic":true},"insert":"So some people are really good at hiding what they are really like. Some people might have a good reputation and be bad; some people might have a bad reputation and be good."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: Like, everyone might think you were good but you might be going on dope or something.\nStudent: Does reputation mean that if you have a good reputation you want to keep it just like that? Do you always want to be good for the rest of your life?\n \n"},{"attributes":{"italic":true},"insert":"I’m not sure…"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: So if you have a good reputation you try to be good all the time and don’t mess up and don’t do nothing?\n \n"},{"attributes":{"italic":true},"insert":"Suppose somebody is trying to be good just to get a good reputation – why are they trying to be good?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: So they can get something they want and they don’t want other people to have?\nStudent: They might be shy and just want to be left alone.\nStudent: You can’t tell a book by how it’s covered.\n \n"},{"attributes":{"italic":true},"insert":"Yes, some people are concerned more with their cover than their book. Now let me ask you another question. So if its true that we all have a mind and our mind helps us to figure out the world and we are influenced by our parents and the people around us, and sometimes we choose to do good things and sometimes we choose to do bad things, something people say things about us and so forth and so on… Let me ask you: Are there some bad people in this world?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: Yeah.\nStudent: Terrorists and stuff.\nStudent: Nightstalker.\nStudent: The TWA hijackers.\nStudent: Robbers.\nStudent: Rapers.\nStudent: Bums.\n \n"},{"attributes":{"italic":true},"insert":"Bums, are they bad?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: Well, sometimes.\nStudent: The Ku Klux Klan.\nStudent: The bums… not really, ‘cause they might not look good but you can’t judge them by how they look. They might be really nice and everything.\n \n"},{"attributes":{"italic":true},"insert":"O.K., so they might have a bad reputation but be good, after you care to know them. There might be good bums and bad bums."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: Libyan guys and Machine Gun Kelly.\n \n"},{"attributes":{"italic":true},"insert":"Let me ask you, do the bad people think they’re bad?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: A lot of them don’t think they’re bad but they are. They might be sick in the head.\n \n"},{"attributes":{"italic":true},"insert":"Yes, some people are sick in the head."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: A lot of them [bad guys] don’t think they’re bad.\n \n"},{"attributes":{"italic":true},"insert":"Why did you say Libyan people?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: ‘Cause they have a lot of terrorists and hate us and bomb us…\n \n"},{"attributes":{"italic":true},"insert":"If they hate us do they think we are bad or good?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: They think we are bad.\n"},{"attributes":{"italic":true},"insert":" "},{"insert":"\n"},{"attributes":{"italic":true},"insert":"And we think they are bad? And who is right?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: Usually both of them.\nStudent: None of us are really bad!\nStudent: Really, I don’t know why our people and their people are fighting. Two wrongs don’t make a right.\nStudent: It’s like if there was a line between two countries, and they were both against each other, if a person from the first country crosses over the line, they’d be considered the bad guy. And if a person from the second country crossed over the line, he’d be considered the bad guy.\n \n"},{"attributes":{"italic":true},"insert":"So it can depend on which country you’re from who you consider right or wrong, is that right?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: Like a robber might steal things to support his family. He’s doing good to his family but actually bad to another person.\n \n"},{"attributes":{"italic":true},"insert":"And in his mind do you think he is doing something good or bad?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: It depends what his mind is like. He might think he is doing good for his family or he might think he is doing bad for the other person.\nIt’s like the underground railroad a long time ago. Some people thought it was bad and some people thought it was good.\n \n"},{"attributes":{"italic":true},"insert":"But if lots of people think something is right and lots of people think something is wrong, how are you supposed to figure out the difference between right and wrong?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: Go by what you think!\n \n"},{"attributes":{"italic":true},"insert":"But somebody has to decide for themselves, don’t they?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: Use your mind?\n \n"},{"attributes":{"italic":true},"insert":"Yes, let’s see, suppose I told you: “I’m going to give you a toy so you’ll like me.” And she gave you things so you would like her, but she also beat up on some other people, would you like her because she gave you things?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nNo, because she said I’ll give you this so you’ll like me. She wouldn’t be very nice.\n \n"},{"attributes":{"italic":true},"insert":"So why should you like people?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: Because they act nice to you.\n \n"},{"attributes":{"italic":true},"insert":"Only to you?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: To everybody!\nStudent: I wouldn’t care what they gave me. I’d see what they’re like inside.\n \n"},{"attributes":{"italic":true},"insert":"But how do you find out what’s on the inside of a person?"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nStudent: You could ask, but I would try to judge myself.\n"}]}

{"ops":[{"insert":"If you want to be happy and yet are in the habit of entertaining and indulging in bad habits of thought, you will need to develop the opposing tendency of routinely monitoring your thoughts throughout every day to override these harmful patterns. You will need to intervene in your thinking so that you stop falling prey to the bad habits of thought you have developed in your lifetime. These negative routines may keep you trapped in various dysfunctional rituals created by your own mind. They may cause feelings of frustration and discontent. They may lead you to harm others while thinking you are the one being harmed. It is only when you monitor and deliberately change these thoughts that you can experience contentment as an overall state of mind. But altering a habit of thought will take much commitment in the form of practice, since you may be facing an unconscious, long-running mental pattern or process that naturally repeats itself.\n\nFor the next twenty-four hours, actively observe your thoughts and then evaluate them as follows:\n\n1. Today I had the following powerful thoughts that seem to be habits for me [perhaps disturbing thoughts, perhaps empowering thoughts, perhaps destructive thoughts] . . ."},{"attributes":{"indent":1},"insert":"\n\n"},{"insert":"2. I realize that these thoughts are largely determining my level of happiness and contentment."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"After evaluating these thoughts, I see that most of them are [realistic or unrealistic, empowering or debilitating, etc.] . . ."},{"attributes":{"indent":1},"insert":"\n\n"},{"insert":"3. I uncovered the following irrational thoughts that I need to change, because these thoughts are causing problems for me . . . [For example, I thought mainly about my past mistakes, or I worried a lot of the time about what bad things might happen tomorrow or next week, or I was frustrated with the same person over and again when that person seems incapable of being reasonable, or I thought other people were leaving me out or not appreciating me.]"},{"attributes":{"indent":1},"insert":"\n\n"},{"insert":"4. I need to replace these thoughts with the following reasonable thoughts . . ."},{"attributes":{"indent":1},"insert":"\n\n"},{"insert":"5. I frequently have trouble changing my unreasonable or illogical thoughts to more reasonable thoughts, because . . ."},{"attributes":{"indent":1},"insert":"\n\n"},{"insert":"6. However, when I permanently change these thoughts, I am certain to experience the following positive outcomes . . ."},{"attributes":{"indent":1},"insert":"\n\n"},{"insert":"7. Therefore, I intend to . . ."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"\nFor the next week and beyond, revisit the concerns you detailed in 1-7 above to make sure you are actively replacing the bad habits of thought uncovered in your reasoning. Reread (and, if necessary, rewrite) your answers until you find yourself sufficiently commanding and replacing your bad habits of thought.\n\nLet us know how this activity is helping you better command your mind by sharing your results here in the comment section.\n\n----\n\nThis blog has been excerpted (and slightly revised) from pages 54-55 of the upcoming book "},{"attributes":{"italic":true},"insert":"Critical Thinking Therapy: For Happiness and Self-Actualization"},{"insert":" by Linda Elder (2025), Treely Green Publishing Co. (treelygreenpublishing.com), due for release Dec. 15.\n"}]}

{"ops":[{"attributes":{"bold":true},"insert":"[Missed Part 5? "},{"attributes":{"bold":true,"link":"https://community.criticalthinking.org/blogPost.php?param=246"},"insert":"Read It Here"},{"attributes":{"bold":true},"insert":"]"},{"insert":"\n"},{"attributes":{"bold":true},"insert":" "},{"insert":"\n"},{"attributes":{"italic":true,"bold":true},"insert":"Transcript [1 of 2]"},{"insert":"\n"},{"attributes":{"italic":true,"bold":true},"insert":" "},{"insert":"\nThe following is a transcript of a 4"},{"attributes":{"script":"super"},"insert":"th"},{"insert":" grade Socratic discussion. The discussion leader was with these particular students for the first time. The purpose was to determine the status of the children’s thinking on some of the abstract questions whose answers tend to define our broadest thinking. The students were eager to respond and often seemed to articulate responses that reflected potential insights into the character of the human mind, its relation to the body, the forces that shape us, the influence of parents and peer groups, the nature of morality and of ethnocentric bias. The insights are disjointed, of course, but the questions that elicited them and the responses that articulated them could be used as the basis of future discussions or simple assignments with these students.\n \n"},{"attributes":{"italic":true},"insert":"How does your mind work? Where’s your mind?"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: In your head. (Numerous students point to their heads.)"},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"Does your mind do anything?"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"italic":true},"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: It helps you remember and think."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: It helps, like, if you want to move your legs. It sends a message down to them."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: This side of your mind controls this side of your body and that side controls this other side."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: When you touch a hot oven, it tells you whether to cry or say ouch."},{"attributes":{"indent":1},"insert":"\n"},{"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"Does it tell you when to be sad and when to be happy? How does your mind know when to be happy and when to be sad?"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"italic":true},"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: When you’re hurt it tells you to be sad."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: If something is happening around you is sad."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: If there is lightning and you are scared."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: If you get something you want."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: It makes your body operate. It’s like a machine that operates your body."},{"attributes":{"indent":1},"insert":"\n"},{"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"Does it ever happen that two people are in the same circumstance but one is happy and the other is sad? Even though they are in exactly the same circumstance?"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: You get the same toy. One person might like it. The other gets the same toy and he doesn’t like the toy."},{"attributes":{"indent":1},"insert":"\n"},{"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"Why do you think that some people come to like some things and some people seem to like different things?"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"italic":true},"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: ‘Cause everybody is not the same. Everybody has different minds and is built different, made different."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: They have different personalities?"},{"attributes":{"indent":1},"insert":"\n"},{"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"Where does this personality come from?"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"italic":true},"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: When you start doing stuff and you find that you like some stuff best."},{"attributes":{"indent":1},"insert":"\n"},{"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"Are you born with a personality or do you develop it as you grow up?"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"italic":true},"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: You develop it as you grow up."},{"attributes":{"indent":1},"insert":"\n"},{"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"What makes you develop one rather than another?"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"italic":true},"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: Like, your parents or something."},{"attributes":{"indent":1},"insert":"\n"},{"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"attributes":{"italic":true},"insert":"How can your parents’ personality get into you?"},{"attributes":{"indent":1,"list":"bullet"},"insert":"\n"},{"attributes":{"italic":true},"insert":" "},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: Because you’re always around them and then the way they act, if they think they are good and they want you to act the same way, then they’ll sort of teach you and you’ll do it."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"Student: Like, if you are in a tradition. They want you to carry on something that their parents started."},{"attributes":{"indent":1},"insert":"\n"}]}

{"ops":[{"insert":"Critical thinking is required for high quality reasoning in all parts of our lives. This includes, at the core, consistent application of critical thinking principles to our mental and emotional well-being. Accordingly, this blog focuses on one part of a healthy approach to life – exercising proper power in one’s life while making decisions that lead to a feeling of empowerment, in so far as this may be possible in any given situation. \n\nThe following activity, found in my forthcoming book, "},{"attributes":{"italic":true},"insert":"Critical Thinking Therapy"},{"insert":", emphasizes helping you delineate precisely when and where you feel helpless in your life, and then how to take proper power where before you felt helpless.\n\n"},{"attributes":{"bold":true},"insert":"DON’T ACT HELPLESS; DON’T LET OTHERS CONTROL YOU; EXERCISE YOUR POWER"},{"attributes":{"indent":1},"insert":"\n\n"},{"insert":"There are times in your life when you may feel powerless. During these times, it may seem that others have all the power and you have none. But is this true? Are you letting others determine your happiness by allowing them to dictate how you think and act? Do you allow other people too much influence and control over your thinking? Do you spend too much time and energy trying to please others, thereby giving them power over you? Can you think of no fruitful ways to use your power?"},{"attributes":{"indent":1},"insert":"\n\n"},{"insert":"Mentally well people do not allow others to control them. They do not see themselves as helpless, vulnerable, or defenseless. They think for themselves, while seeking and considering the views of other reasonable people. They take responsibility for their decisions, their actions, and all aspects of their lives."},{"attributes":{"indent":1},"insert":"\n\n"},{"insert":"If you often feel helpless, complete the following statements (whenever you do):"},{"attributes":{"indent":1},"insert":"\n\n"},{"insert":"1. The following event happened today, or recently, in which I felt helpless [e.g., I thought my supervisor criticized me unfairly] . . ."},{"attributes":{"indent":2},"insert":"\n\n"},{"insert":"2. Because of this criticism I had the following thoughts and feelings . . . [For example, I was upset because I don’t like being criticized. My supervisor is always picking on me. My supervisor is a bully, and I am not taking this anymore.]"},{"attributes":{"indent":2},"insert":"\n\n"},{"insert":"3. Based on these thoughts, I reacted as follows . . ."},{"attributes":{"indent":2},"insert":"\n\n"},{"insert":"4. I now see the thinking underlying my emotions was reasonable/unreasonable because . . ."},{"attributes":{"indent":2},"insert":"\n\n"},{"insert":"5. I now realize I could have instead thought and behaved as follows . . . [For example, I could have considered that my supervisor is under pressure from her supervisor, that I had mischaracterized her behavior as being offensive when she meant no harm, or that there may be truth in her critique of my behavior. Or—if I cannot continue to live with the situation because I can’t be happy and fulfilled in this job—I could have recognized that acting irritable or angry is not rational, and that I should remain civil until I can get another job.]"},{"attributes":{"indent":2},"insert":"\n\n"},{"insert":"6. Based on this analysis, I intend to make the following changes in my thinking or my life circumstances . . ."},{"attributes":{"indent":2},"insert":"\n"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"For the next week, practice reminding yourself of this important truth:"},{"attributes":{"indent":1},"insert":"\n\n"},{"attributes":{"italic":true},"insert":"My power comes from within; I therefore have power over my thoughts and my life. I will take control of my thoughts in every situation and will be responsible for my thoughts and actions in every circumstance. I will use my power in the most advantageous ways possible, while still respecting the rights and needs of others. I will not pretend to have power when and where I have none, nor will I dwell negatively on the power I don’t have."},{"attributes":{"indent":2},"insert":"\n"},{"insert":"\n----\n \nThis blog has been excerpted from the upcoming book "},{"attributes":{"italic":true},"insert":"Critical Thinking Therapy: For Happiness and Self-Actualization"},{"insert":", by Linda Elder, Treely Green Publishing Co. (treelygreenpublishing.com), due for release December 15, 2024, pp. 53-54.\n"}]}

{"ops":[{"attributes":{"bold":true},"insert":"[Missed Part 4? "},{"attributes":{"bold":true,"link":"https://community.criticalthinking.org/blogPost.php?param=244"},"insert":"Read It Here"},{"attributes":{"bold":true},"insert":"]"},{"insert":"\n"},{"attributes":{"bold":true},"insert":" "},{"insert":"\n"},{"attributes":{"italic":true,"bold":true},"insert":"Why Children Need to Think Philosophically [3 of 3]"},{"insert":"\n \nLet me now explore the conceptual side of the question further by suggesting some kinds of philosophical issues embedded, not only in the lives of children, but also in the lives of adults:\n \nWho am I? What am I like? What are the people around me like? What are people of different backgrounds, religions, and nations like? How much am I like others? How much am I unlike them? What kind of a world do I live in? When should I trust? When should I distrust? What should I accept? What should I question? How should I understand my past, the pasts of my parents, my ethnic group, my religion, my nation? Who are my friends? Who are my enemies? What is a friend? How am I like and unlike my enemy? What is most important to me? How should I live my life? What responsibilities do I have to others? What responsibilities do they have to me? What responsibilities do I have to my friends? Do I have any responsibilities to people I don’t like? To people who don’t like me? To my enemies? Do my parents love me? Do I love them? What is love? What is hate? What is indifference? Does it matter if others do not approve of me? When does it matter? When should I ignore what others think? What rights do I have? What rights should I give to others? What should I do if others do not respect my rights? Should I get what I want? Should I question what I want? Should I take what I want if I am strong or smart enough to get await with it? Who comes out ahead in this world, the strong or the good person? Is it worthwhile to be good? Are authorities good or just strong?"},{"attributes":{"indent":1},"insert":"\n"},{"insert":" \nI do not assume that children must reflect on all or even most of the questions that professional philosophers consider – although the preceding list contains many concepts that professional philosophers tackle. To cultivate philosophical thinking, one does not force students to think in a sophisticated way before they are ready. Each student can contribute to a philosophical discussion thoughts which help other students to orient themselves within a range of thoughts, some of which support or enrich and some of which conflict with other thoughts. Different students achieve different levels of understanding. There is no reason to try to force any given student to achieve a particular level of understanding. But the point is that we can lead young students into philosophical discussions which help them begin to:\n\nsee the significance and relevance of basic philosophical questions to understanding themselves and the world about them,"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"understand the problematic character of human thought and the need to probe deeply into it,"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"gain insights into what it takes to make thinking more rational, critical, and fairminded,"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"organize their thinking globally across subject matter divisions,"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"achieve initial command over their own thought processes, and"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"come to believe in the value and power of their own minds."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"\nIn the transcript that follows, a normal 4"},{"attributes":{"script":"super"},"insert":"th"},{"insert":" grade class is led to discuss a variety of basic ideas: how the mind works, the nature of mind, why different people interpret the same events differently, the relationship between emotions and mental interpretations, the nature and origin of personality, nature versus nurture, peer group influence on the mind, cultural differences, free will versus determinism, the basis for ethical and unethical behavior, the basis for reputation, the relation of reputation to goodness, mental illness, social prejudice and sociocentrism, and the importance of thinking for oneself. This transcript represents the first philosophical discussion this particular class had and although it is clear from some of their answers that their present degree of insight into the ideas being discussed is limited, it is also clear that they are capable of pursuing those insights and of articulating important philosophical ideas that could be explored in greater and greater depth over time.\n"}]}

{"ops":[{"insert":"Any rich conception of critical thinking must take into account and appropriately address the barriers to criticality that exist to some degree (or a large degree) in all humans. I invite you to view two of our latest videos that focus on these barriers:\n\nA recent webinar recording with Dr. Gerald Nosich: "},{"attributes":{"color":"blue","link":"https://community.criticalthinking.org/watchEmbeddedVideo.php?id=359"},"insert":"Why Self-Deception Is a Tremendous Barrier to Critical Thinking"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"Our latest Podcast Release which captures a discussion between Dr. Nosich and myself focused on "},{"attributes":{"color":"blue","link":"https://community.criticalthinking.org/watchEmbeddedVideo.php?id=358"},"insert":"Ethical Reasoning, Part Two - How Egocentric and Sociocentric Thinking Are Barriers to, and the Elements of Reasoning Aid in, Ethical Reasoning"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nTo delve deeper into these barriers and apply the theory of egocentric and sociocentric to your own life, complete the activities in the "},{"attributes":{"color":"blue","link":"https://community.criticalthinking.org/wallOfBarriers.php"},"insert":"Wall of Barriers"},{"insert":".\n"}]}

{"ops":[{"attributes":{"bold":true},"insert":"[Missed Part 3? "},{"attributes":{"bold":true,"link":"https://community.criticalthinking.org/blogPost.php?param=242"},"insert":"Read It Here"},{"attributes":{"bold":true},"insert":"]"},{"insert":"\n"},{"attributes":{"bold":true},"insert":" "},{"insert":"\n"},{"attributes":{"italic":true,"bold":true},"insert":"Why Children Need to Think Philosophically [2 of 3]"},{"insert":"\n \nIn some sense we act as though we believe, and doubtless many do believe, that children have no significant capacity, need, or right to think for themselves, Many adults do not think that children can participate mindfully in the process which shapes their own minds and behavior. Of course, at the same time we often talk to our children as though they were somehow responsible for, or in control of, the ideas they express or act upon. This contradictory attitude toward children is rarely openly admitted. We need to deal explicitly with it.\n \nI believe that children have the need, the capacity, and the right to freedom of thought, and that the proper cultivation of that capacity requires an emphasis on the philosophical dimension of thought and action. Again, by ‘the philosophical dimension,’ I mean precisely the kind of deliberative thought that gives to thinkers the on-going disposition to mindfully create, analyze, and assess their own most basic assumptions, concepts, values, aims, and meanings, in effect to choose the very framework in which they think and on the basis of which they act. I would not go so far as to say, as Socrates was reputed to have said, that the unreflective life is not worth living, but I would say that an unreflective life is not a truly free life and is often a basic cause of personal and social problems. I claim at least this much, that philosophical thinking is necessary to freedom of thought and action and that freedom of thought and action are good in themselves and should be given a high priority in schooling. They are certainly essential for a democracy. How can the people rule, as the word democracy implies, if they do not think for themselves on issues of civic importance? And if they are not encouraged to think for themselves in school, why should they do so once they leave it?\n \nLet me now discuss whether children are in fact capable of this sort of freedom of thought, reflection upon ultimate meanings, values, assumptions, and concepts. The question is both conceptual and empirical. On the conceptual side, the issue is one of "},{"attributes":{"italic":true},"insert":"degree."},{"insert":" Only to the degree that children are encouraged in supportive circumstances to reflect philosophically, will they develop proficiency in it. Since few parents and teachers value this sort of reflection or are adept at cultivating it, it is understandable that children soon give up their instinctive philosophical impulses (the basic "},{"attributes":{"italic":true},"insert":"why"},{"insert":" and "},{"attributes":{"italic":true},"insert":"what"},{"insert":" questions). It would be foolish to assume that it is the "},{"attributes":{"italic":true},"insert":"nature"},{"insert":" of children to think and act unreflectively when indeed our experience indicates that they are socialized into unreflectiveness. Since we do not encourage children to philosophize, why should they do so?\n \nFurthermore, in many ways we penalize children for philosophizing. Children will sometimes innocently entertain an idea in conflict with the ideas of their parents, teachers, or peers. Such ideas are often ridiculed and the children made to feel ashamed of their thoughts. It is quite common, in other words, for people to penalize unconventional thought and reward conventional thought. When we think only as we are rewarded to think, however, we cease to think freely or deeply. Why should we think for ourselves if doing so may get us into trouble and if teachers, parents, and powerful peers provide authoritative didactic answers for us? Before we decide that children cannot think for themselves about basic ideas and meanings, we ought to give them a real and extended opportunity to do so. No society has yet done this. Unless we are willing to exercise some faith in freedom of thought, we will never be in a position to reap the benefits of it or to discover its true limits, if any.\n"}]}

{"ops":[{"insert":"We look forward with great anticipation to our upcoming "},{"attributes":{"color":"blue","link":"https://www.criticalthinking.org/pages/2024-fall-academy-critical-thinking/1653"},"insert":"2024 Fall Critical Thinking Academy"},{"insert":" to be held November 15"},{"attributes":{"script":"super"},"insert":" "},{"insert":"-17, 2024 in the beautiful Arkansas Ozarks. This is our first in-person event in over five years, and we are delighted to have another opportunity to work with you all in an intimate retreat setting. Together we will explore critical thinking foundations and practice applying critical thinking concepts and principles across the significant domains of learning, teaching, work, and life.\n\nIn preparing for a new academy, we are reminded of core critical thinking insights articulated at our past events, including the following excerpt from the “Program of the Ninth Annual and Seventh International Conference on Critical Thinking” (1989). As you read it, remember that it applies not only to “students” in a formal educational setting, but to all of us who aspire to develop our minds to the fullest.\n\nOne who understands and values education as higher-order learning holds a very different set of assumptions, namely:"},{"attributes":{"indent":1},"insert":"\n\n"},{"insert":"1)   that students can learn what to think only as they learn how to think,"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"2)   that knowledge is acquired only through thinking,"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"3)   that educated persons are those who have learned how to gather, analyze, synthesize, apply, and assess information for themselves,"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"4)   that classes with much student talk, focused on live issues, is a better sign of learning than quiet classes, focused on a passive acceptance of what the instructor says,"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"5)   that students gain significant knowledge only by valuing it,"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"6)   that information should be presented so as to be understandable from the point of view of the learner, and this requires that it be related to the learner’s experiences,"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"7)   that superficial learning is often mislearning that stands as an obstacle to deeper understanding,"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"8)   that depth is more important than coverage,"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"9)   that students can often provide correct answers, repeat definitions, and apply formulas while yet not understanding those answers, definitions, or formulas, and"},{"attributes":{"indent":1},"insert":"\n"},{"insert":"10) that students learn best by working together with other students, with a good deal of experience in mutually supportive debate and empathic exchange of ideas."},{"attributes":{"indent":1},"insert":"\n"},{"insert":"\nWith these thoughts in mind, we do so hope you will not miss this unique learning experience led by Dr. Gerald Nosich and myself. There will be separate learning strands for new and returning registrants, while we will also be together as a whole group during part of the academy. \n\nWe will illuminate how we design instruction and training to foster intensive intellectual engagement by every learner, in every class or program, every day. If you are an educator, you will leverage your new understandings in critical thinking to rethink your model of instruction; if you are a business or government leader or trainer, you will utilize critical thinking tools to transform how you view, organize, and execute your training and other work.\n\n"},{"attributes":{"bold":true},"insert":"This academy is concerned to foster deep internalization of critical thinking in the long run and is designed for:"},{"insert":"\n\neducators and administrators at all levels of instruction,"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"business and government leaders, and"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"anyone desiring to advance their personal critical thinking skills, abilities and traits."},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\n"},{"attributes":{"bold":true},"insert":"Throughout the academy, participants will work toward:"},{"insert":"\n\ninternalizing first principles of a rich conception of critical thinking;"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"contextualizing these principles within academic subjects and disciplines, or within business/governmental practices;"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"developing instructional strategies that foster deep learning by helping students, employees, colleagues, and/or clients reason through your content using the concepts and principles of critical thinking,"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"understanding how to embody the character traits of the fairminded critical thinker;"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"conceptualizing critical thinking as transformative, and as essential to self-actualization and contributing significantly to the common good."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"\nWith limited space at the Academy and Early Bird rates expiring October 6th, we recommend "},{"attributes":{"color":"blue","link":"https://www.criticalthinking.org/store/events/register_1.php?id=653"},"insert":"registering soon"},{"insert":". We also recommend taking advantage of our "},{"attributes":{"color":"blue","link":"https://www.criticalthinking.org/pages/logistics-2024-fall-academy-critical-thinking/1659"},"insert":"hotel room blocks"},{"insert":".\n\nRemember that developing critical thinking skills and traits – as a teacher, a learner, a professional, a citizen, a partner, a family member, etc. – is a lifelong expedition, never finished, and that it occurs to a significant degree only through disciplined, explicit, routine practice. Studying in concert with others who are also serious about advancing their thinking is an excellent (and perhaps essential) way to propel your mind forward on this highly important journey. As we undertake such study in November, we hope to have you with us.\n"}]}