Adorno and Horkheimer's main critique of 1930-1960 Western Society

https://en.wikipedia.org/wiki/Julia_Kristeva

social media is here to stay... personally, I try not to engage as often but I do find my self checking facebook in the morning before I leave the house for work. All I can say is that I can try to limit myself and realize why am I using social media for? is it for networking, for friends and family or other things.

sadly, this is the scary part of life because you have young minds who don't really know the difference.

Yes, this is a nice feature but I wonder how are they going to continue to be relevant with the younger generations. My sister is 14 years younger then me and she said that facebook is for old people.

This came to mind, last week a co-worker and I were talking about giving up some of our privacy. The question was posed, why do you think apple pods or alex's are very afforable... it's a small cost to allow the majority of people to use their services at a big cost to us.

I think the critics don't outweigh the other users concerns. Also, these concerns came after the fact and I'm sure most users are too deep in social media it feels impossible to leave facebook. I personally am involved in a few facebook groups that keep me bound to this social media outlet.

Social media is far more fierce then we thought several years ago. Social media has made it apart of my job in the marketing department. There was a time when login on facebook was a big NO-NO at work, now it's a requirement for me.

Another advising to use the analog method for learning even if one is going to switch to a digital zettelkasten.

He uses the word "good" here while others may have potentially used the word "magic", but writing in a space that values critical thinking, he would have been taken to task for having done so. In any case he's not able to put his finger on the inherent value of analog over digital.

I've seen people describing how many cards they think they need before the method is useful, but this is the first time I've seen someone use a timeframe to describe useful effects.

Niklas Luhmann indicates that it may take a number of years to reach critical mass. This may be different for everyone based on the number of ideas they place into it and the amount of work they do in creating connections.

Ward Cunningham, the creator of the wiki, has indicated that he thinks it takes roughly 500 pages in a wiki for the value to begin emerging.†

How many notes and what level of links/complexity is a good minimal threshold for one to be able to see interesting and useful results?

† Quote in FedWiki session on 2021-12-29

• Note: Client hints can also be specified in HTML using the <meta> element with the http-equiv attribute.

html <meta http-equiv="Accept-CH" content="Width, Downlink, Sec-CH-UA" />

• Example: http HTTP/1.1 200 OK Content-Type: text/html Accept-CH: Sec-CH-Prefers-Reduced-Motion Vary: Sec-CH-Prefers-Reduced-Motion Critical-CH: Sec-CH-Prefers-Reduced-Motion

Many developed countries have national curricula and specific teacher-training standards, but the United States does not. Instead decisions on curricular and standards are created and enforced at the state and local levels, often by politically elected figures including governors, mayors, superintendents, and school boards.

This leaves early education in the United States open to a much greater sway of political influence. This can be seen in examples of Texas attempting to legislate the display the ten commandments in school classrooms in 2023, reading science being neglected in the adoption of Culkins' Units of Study curriculum, and other footballs like the supposed suppression of critical race theory in right leaning states.

Or. perhaps, it's just rampant civic ignorance. I think there's a significant portion of the population who just don't care to be informed about the demographics of their own countries.

‘who seldom reason at all, but do and think according to the example of others, whether parents, neighbours, ministers...for the saving of themselves the pains and trouble of thinking and examining for themselves’ (p. 169).

Perhaps of interest here, would not be a specific OER text, but an OER zettelkasten or card index that indexes a variety of potential public domain or open resources, articles, pieces, primary documents, or other short readings which could then be aggregated and tagged to allow for a teacher or student to create their own personalized OER text for a particular area of work.

If done well, a professor might then pick and choose from a wide variety of resources to build their own reader to highlight or supplement the material they're teaching. This could allow a wider variety of thinking and interlinking of ideas. With such a regiment, teachers are less likely to become bored with their material and might help to actively create new ideas and research lines as they teach.

Students could then be tasked with and guided to creating a level of cohesiveness to their readings as they progress rather than being served up a pre-prepared meal with a layer of preconceived notions and frameworks imposed upon the text by a single voice.

This could encourage students to develop their own voices as well as to look at materials more critically as they proceed rather than being spoon fed calcified ideas.

Consider how rhetorical analysis applies to alt-right political arguments. Alt-right arguments fail miserably under rhetorical analysis. Rhetorical analysis is a tool of academia. Therefore academia is inimical to the alt-right. Therefore, the alt-right will seek to weaken and impune academia. And this is in fact what they do.

In addition to "critical thinking, resourcefulness, creativity, attention to detail, and academic pride and humility", the ability to use a note card-based research system like Umberto Eco's is the key to overcoming information overload.

https://readwriterespond.com/2022/11/commonplace-book-a-verb-or-a-noun/

Sometimes the root question is "what to I want to do this for?" Having an underlying reason can be hugely motivating.

Are you collecting examples of things for students? (seeing examples can be incredibly powerful, especially for defining spaces) for yourself? Are you using them for exploring a particular space? To clarify your thinking/thought process? To think more critically? To write an article, blog, or book? To make videos or other content?

Your own website is a version of many of these things in itself. You read, you collect, you write, you interlink ideas and expand on them. You're doing it much more naturally than you think.

I find that having an idea of the broader space, what various practices look like, and use cases for them provides me a lot more flexibility for what may work or not work for my particular use case. I can then pick and choose for what suits me best, knowing that I don't have to spend as much time and effort experimenting to invent a system from scratch but can evolve something pre-existing to suit my current needs best.

It's like learning to cook. There are thousands of methods (not even counting cuisine specific portions) for cooking a variety of meals. Knowing what these are and their outcomes can be incredibly helpful for creatively coming up with new meals. By analogy students are often only learning to heat water to boil an egg, but with some additional techniques they can bake complicated French pâtissier. Often if you know a handful of cooking methods you can go much further and farther using combinations of techniques and ingredients.

What I'm looking for in the reading, note taking, and creation space is a baseline version of Peter Hertzmann's 50 Ways to Cook a Carrot combined with Michael Ruhlman's Ratio: The Simple Codes Behind the Craft of Everyday Cooking. Generally cooking is seen as an overly complex and difficult topic, something that is emphasized on most aspirational cooking shows. But cooking schools break the material down into small pieces which makes the processes much easier and more broadly applicable. Once you've got these building blocks mastered, you can be much more creative with what you can create.

How can we combine these small building blocks of reading and note taking practices for students in the 4th - 8th grades so that they can begin to leverage them in high school and certainly by college? Is there a way to frame them within teaching rhetoric and critical thinking to improve not only learning outcomes, but to improve lifelong learning and thinking?

Review of John B. Black, The Art of History; A Study of Four Great His- torians of the Eighteenth Century (New York, 1926), New York Herald Tribune Books, December 12, 1926, p. 12.

https://www.civicsoftechnology.org/curriculum

Who is the father of the method of historical understanding?

Here's some justification for the prior statement on equity, but it comes after instead of before. (see: https://hypothes.is/a/SHEFJjM6Ee2Gru-y0d_1lg)

While there is some foundation to the claim given, it would need more support. The sage on the stage may be becoming outmoded with other potential models, but removing it altogether does remove some pieces which may help to support neurodiverse learners who work better via oral transmission rather than using literate modes (eg. dyslexia).

Who is to say that it's "just" sage on the stage lecturing and regurgitation? Why couldn't these same analytical practices be aimed at lectures, interviews, or other oral modes of presentation which will occur during thesis research? (Think anthropology and sociology research which may have much more significant oral aspects.)

Certainly some of these methods can create new levels of agency on the part of the learner/researcher. Has anyone designed experiments to measure this sort of agency growth?

Are some of the critical reading methods they're framing here similar to or some of the type found at Project Zero (https://pz.harvard.edu/thinking-routines)?

The Tolumin model is an evidence based method of teaching argumentation.

CREATE - Consider - Read - Elucidate hypotheses - Analyze and interpret data - Think of the next - Experiment

Evaluating Scientific Research Literature (ESRL) is a method for teaching students how to navigate and understand primary literature. (typically undergraduates)

This should be a banner!

Weaver, M. (2022, January 4). Omicron infections may have plateaued in London, Neil Ferguson says. The Guardian. https://www.theguardian.com/world/2022/jan/04/omicron-infections-may-have-plateaued-in-london-neil-ferguson-says

Harford, T. (2021, May 6). What magic teaches us about misinformation. https://www.ft.com/content/5cea69f0-7d44-424e-a121-78a21564ca35

McDiarmid, A. D., Tullett, A. M., Whitt, C. M., Vazire, S., Smaldino, P. E., & Stephens, J. E. (2021). Psychologists update their beliefs about effect sizes after replication studies. Nature Human Behaviour, 5(12), 1663–1673. https://doi.org/10.1038/s41562-021-01220-7

I can't help but wonder at the direct link here to Amazon with an affiliate link. I won't fault them completely for it, but for a site that is so critical of the ills of educational technology, and care for their students and community, the exposure to surveillance capitalism expressed here seems to go beyond their own pale. I would have expected more care here.

Surely there are other platforms that this volume is available from?

https://hybridpedagogy.org/ethical-online-learning/

An interesting perspective on ethical and supportive online learning. More questions and explorations than answers, but then framing is a majority of the battle.

I'm generally in agreement with much of the discussion here.

This was a fabulous piece for "thinking against". Thanks Sean Michael Morris, and Lora Taub.

I definitely got far more out of it by reading and annotating than I ever would in its original keynote presentation version.

Where exactly is this group? They don't seem to have an online presence.

reassociation 具体的做法是什么？

This sounds a bit like Australian political culture is facing the same sort of issues that are being see in the United States with respect to ideas like critical race theory. Groups are protesting parts of history and culture that they don't understand instead spending some time learning about them.

How pandemic isolation is affecting young kids’ developing minds. (2022, February 11). Science. https://www.nationalgeographic.com/science/article/how-pandemic-isolation-is-affecting-young-kids-developing-minds

Critical thinking can provoke people into "divisive" considerations. Such a tip line makes it pretty easy to disrupt any attempt to 'teach kids to think [critically]'

Just one or two such efforts aren't too worrisome, but this might portend a broad change in the mission of education, from humanistic flourishing to the production of a compliant populace.

Agarwal, A., Rochwerg, B., Lamontagne, F., Siemieniuk, R. A., Agoritsas, T., Askie, L., Lytvyn, L., Leo, Y.-S., Macdonald, H., Zeng, L., Amin, W., Barragan, F. A., Bausch, F. J., Burhan, E., Calfee, C. S., Cecconi, M., Chanda, D., Dat, V. Q., Sutter, A. D., … Vandvik, P. O. (2020). A living WHO guideline on drugs for covid-19. BMJ, 370, m3379. https://doi.org/10.1136/bmj.m3379

French, G. (2021). Impact of Hospital Strain on Excess Deaths During the COVID-19 Pandemic—United States, July 2020–July 2021. MMWR. Morbidity and Mortality Weekly Report, 70. https://doi.org/10.15585/mmwr.mm7046a5

Halliday, J., & correspondent, J. H. N. of E. (2022, January 17). ‘Christmas was awful’: On the Omicron frontline at the Royal Preston hospital. The Guardian. https://www.theguardian.com/world/2022/jan/17/christmas-was-awful-on-the-omicron-frontline-at-the-royal-preston-hospital

Fulton-Lyne, L. (n.d.). Research Guides: Misinformation: Misinformation Course. Retrieved January 17, 2022, from https://libguides.norquest.ca/fakenews/course

Stock, S. J., Carruthers, J., Calvert, C., Denny, C., Donaghy, J., Goulding, A., Hopcroft, L. E. M., Hopkins, L., McLaughlin, T., Pan, J., Shi, T., Taylor, B., Agrawal, U., Auyeung, B., Katikireddi, S. V., McCowan, C., Murray, J., Simpson, C. R., Robertson, C., … Wood, R. (2022). SARS-CoV-2 infection and COVID-19 vaccination rates in pregnant women in Scotland. Nature Medicine, 1–9. https://doi.org/10.1038/s41591-021-01666-2

Study: Digital literacy doesn’t stop the spread of misinformation. (n.d.). MIT Sloan. Retrieved January 12, 2022, from https://mitsloan.mit.edu/ideas-made-to-matter/study-digital-literacy-doesnt-stop-spread-misinformation

Schmid, P., & Lewandowsky, S. (n.d.). Tackling COVID disinformation with empathy and conversation. The Conversation. Retrieved December 15, 2021, from http://theconversation.com/tackling-covid-disinformation-with-empathy-and-conversation-173013

Morse theory can be used to study critical points.

https://www.nbcnews.com/think/opinion/schools-face-parents-who-want-ban-critical-race-theory-don-ncna1284185

Too many people on the far right as well as some on the conservative religious spectrum feel it's their right to dictate what is taught in schools and are attempting to legislate against it. Sadly that isn't how this all works....

Karnofsky suggests that the cost/benefit ratio of how we typically think of reading may not be as simple as we intuitively expect i.e. we think that 'more time' = 'more understanding'.

If you're simply reading to inform yourself about a topic, it may be worth reading a couple of book reviews, and listening to an interview or two, rather than invest the significant amount of time necessary to really engage with the book.

A few hours of skimming and reviews/interviews may get you to 25% understanding and retention, which in many cases may be more than enough for your needs of being basically informed on the topic. Compared to the 50 - 100 hours necessary for a deep, analytical engagement with the text, that would only get you to 50% understanding and retention.

That being said, if your goal is to develop expertise, both Karnofsky and Adler ('How to read a book') suggest that you need a deep engagement with multiple texts.

https://www.chron.com/politics/article/jerry-craft-books-texas-school-challenges-16596152.php

The Metascience Movement Needs to be More Self-Critical. (2021, October 31). Absolutely Maybe. https://absolutelymaybe.plos.org/2021/10/31/the-metascience-movement-needs-to-be-more-self-critical/

This is an important thing to say about critical race theory when the far conservative right is using it as a cudgel and boogeyman for all of society's problems.

O’Brien, T. C., Palmer, R., & Albarracin, D. (2021). Misplaced trust: When trust in science fosters belief in pseudoscience and the benefits of critical evaluation. Journal of Experimental Social Psychology, 96, 104184. https://doi.org/10.1016/j.jesp.2021.104184

Motz, B., Fyfe, E., & Guba, T. P. (2021). Learning to Call Bullsh*t via Induction: Categorization Training Improves Critical Thinking Performance. PsyArXiv. https://doi.org/10.31234/osf.io/65qfj

Critical Pedagogy (CP):

• Sees society as divided into a hierarchy based on power relations.
• Education is used as a tool by the dominant to uphold the hierarchy.
• Education can also be used by the oppressed to rid themselves of false consciousness.
• CP does not think any education is neutral. All education is shaped by power, politics, history, and culture.
• CP can empower the powerless to change the power structures.

GUEST POST: HOT or NOT – How to Develop Critical Thinking.

The Attack on "Critical Race Theory": What's Going on?

https://www.youtube.com/watch?v=P35YrabkpGk

Lately, a lot of people have been very upset about “critical race theory.” Back in September 2020, the former president directed federal agencies to cut funding for training programs that refer to “white privilege” or “critical race theory, declaring such programs “un-American propaganda” and “a sickness that cannot be allowed to continue.” In the last few months, at least eight states have passed legislation banning the teaching of CRT in schools and some 20 more have similar bills in the pipeline or plans to introduce them. What’s going on?

Join us for a conversation that situates the current battle about “critical race theory” in the context of a much longer war over the relationship between our racial present and racial past, and the role of culture, institutions, laws, policies and “systems” in shaping both. As members of families and communities, as adults in the lives of the children who will have to live with the consequences of these struggles, how do we understand what's at stake and how we can usefully weigh in?

Hosts: Melissa Giraud & Andrew Grant-Thomas

Guests: Shee Covarrubias, Kerry-Ann Escayg,

Some core ideas of critical race theory:

• racial realism
  • racism is normal
• interest convergence
  • racial equity only occurs when white self interest is being considered (Brown v. Board of Education as an example to portray US in a better light with respect to the Cold War)
• Whiteness as property
  • Cheryl Harris' work
  • White people have privilege in the law
  • myth of meritocracy
• Intersectionality

People would rather be spoon fed rather than do the work themselves. Sadly this is being encouraged in the media.

Short summary of CRT: How laws have been written to institutionalize racism.

Culturally Responsive Teaching (also has the initials CRT).

KAE tries to use an anti-racist critical pedagogy in her teaching.

SC: Story about a book Something Happened in Our Town (book).

• Law enforcement got upset and the school district
• Response video of threat, intimidation, emotional blackmail by local sheriff's department.
• Intent versus impact - the superintendent may not have had a bad intent when providing an apology, but the impact was painful

It's not really a battle about or against CRT, it's an attempt to further whitewash American history. (synopsis of SC)

What are you afraid of?

critical theory versus Marxism

Critical theory versus Englightenment

A quick overview of the basics and general history of critical race theory.

fear, uncertainty, and doubt are not an argument

New study indicates conspiracy theory believers have less developed critical thinking abilities. (n.d.). Retrieved July 12, 2021, from https://www.psypost.org/2021/07/new-study-indicates-conspiracy-theory-believers-have-less-developed-critical-thinking-ability-61347

Interesting observation. Connects to the earlier comment about vulnerability and trust but I'm really interested in how reflections change when they are addressed to someone.

Office for Science and Society. “Don’t Fall for the ‘VAERS Scare’ Tactic.” Accessed June 21, 2021. https://www.mcgill.ca/oss/article/covid-19-critical-thinking-health/dont-fall-vaers-scare-tactic.

Polack, R. G., Sened, H., Aubé, S., Zhang, A., Joormann, J., & Kober, H. (2021). Connections during Crisis: Adolescents’ social dynamics and mental health during COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/x94kv

MRC Centre for Global Infectious Disease Analysis on Twitter. (n.d.). Twitter. Retrieved 5 March 2021, from https://twitter.com/MRC_Outbreak/status/1331677485122121732

Convenient to have these four share an initial. (My perception is that a tendency to emphasize this type of parallelism has been strengthening over the years. At least, I don't recall this practice being common in French when I grew up.)

Bill Hicks would have approved of this.

This is why workplaces must encourage and maintain critical thinking.

To read later

London, Alex John, and Jonathan Kimmelman. ‘Against Pandemic Research Exceptionalism’. Science 368, no. 6490 (1 May 2020): 476–77. https://doi.org/10.1126/science.abc1731.

I wouldn't phrase it this way. Instead, I consider intellectual thought a healthy way to go.

Existentialists have gone about this by considering every choice in life as reborn; by being conscious of what we do, we shape not only our own consequence but also that of others.

In other words: behave like you're experiencing everything for the first time, except with wisdom.

“Myths about COVID-19 vaccination - HackMD.” Accessed February 19, 2021. https://hackmd.io/ovEzSQWcRp2bctQn8MYElQ#Myths-about-COVID-19-vaccination.

Imperial projects global coronavirus trajectory with simulation tool | Imperial News | Imperial College London. (n.d.). Imperial News. Retrieved 19 February 2021, from https://www.imperial.ac.uk/news/210053/imperial-projects-coronavirus-trajectory-countries-with/

Interim recommendations for use of the AZD1222 (ChAdOx1-S (recombinant)) vaccine against COVID-19 developed by Oxford University and AstraZeneca. (n.d.). Retrieved 16 February 2021, from https://www.who.int/publications-detail-redirect/WHO-2019-nCoV-vaccines-SAGE_recommendation-AZD1222-2021.1

This is a specific strategy to include in an active reading session.

watch out for unobservable facts have observable consequence.

AP and National Writing Project teachers emphasize the importance of students' learning research skills, and discuss how they do so. They are most concerned with students learning to judge the quality of information found, but also in coaching students through the process, and dealing with online use restrictions at many schools. Aimed at Middle/ High School students. 8/10

les code studies s'inscrivent d’emblée dans une pluralité d’approches – pour Marino, elles ne sont pas exhaustives – d’où leur pertinence dans des analyses intersectionnelles – elles informent les autres disciplines comme elles se nourrissent d’elles

la dimension performative (code exécuté) est fondamentale dans l’étude du code, qu’on ne peut simplement étudier de manière statique: il faut le lancer, le jouer, l’exécuter.

état

state ou «état», une facette propre aux code studies

dans un ouvrage traditionnel, cette question de l’état ne se pose pas (on lit plus ou moins linéairement un texte de bout en bout)

https://criticalcodestudies.com/ccswg.html

‘Critical moment’ as students return to university. (2020, September 5). BBC News. https://www.bbc.com/news/uk-54040421

Hahn, U., & Oaksford, M. (2006). A Normative Theory of Argument Strength. Informal Logic, 26(1), 1–24. https://doi.org/10.22329/il.v26i1.428