Glossary - Andrew Blauvelt

Schism - a split or division between strongly opposed sections or parties, caused by differences in opinion or belief

Truism - a statement that is obviously true and says nothing new or interesting

Design Mythology - a set of stories or beliefs about design

Proverbial - well known, especially so as to be stereotypical

Monolithically - big, and made of one thing

Irreducibly - not able to be reduced or simplified

Impasse - a situation in which no progress is possible, especially because of disagreement; a deadlock

Rationales - a set of reasons or a logical basis for a course of action or belief

Reflexivity - circular relationships between cause and effect

Vicissitudes of change - a change of circumstances or fortune, typically one that is unwelcome or unpleasant

Technological determinism - the doctrine that all events, including human action, are ultimately determined by causes regarded as external to the will. In reference to technology

Interrelated discourses – communication or debate that relates or connects to one other

Cognitive psychology - a branch of psychology concerned with mental processes (as perception, thinking, learning, and memory)

Perceptual studies - relating to the ability to interpret or become aware of something through the senses

Convergence – process of coming from different directions and meeting

Synthesis of ideas - the combination of ideas to form a connected whole

Critical Thinking - Bell Hooks

Use what you have learned to write a short text 250/500 words that evaluates the evidence based information that bell hooks presents in Critical Thinking. Post this short piece of writing on your blog.

Evidence presented in the Bell Hooks' text, on the whole, is questionable.

 "A black woman professor wanted me to address how she could maintain authority in the classroom without being viewed through the lens of racialized sexist stereotypes as an "angry black woman." One teacher wanted me to f4lk about tears in the classroom, while another wanted me to talk about ·humor. It was particularly challenging to address the question of whether we can learn from thinkers and writers who are racist and sexist."

Much of the evidence given in this text is anecdotal. The reader must trust that these questions are real, and that they are not just falsified in order for the writer to share their opinion. 

 "Most children are taught early on that thinking is dangerous. Sadly, these children stop enjoying the process of thinking and start fearing the thinking mind."

"By the time most students enter college classrooms, they have come to dread thinking."

The use of the determiner "most" is used to quantify how many children are taught early on that thinking is dangerous. Likewise, it is claimed "most" students enter college dreading thinking. However, no official statistic is used. This statement has no real credibility, either claimed with no sample at all or at least failing to mention the sample used and method of collecting data. 

Potentially one thing the author does correctly is their source of external research. Daniel Willingham is referenced within the text. Willingham is a psychologist at the University of Virginia with many published books discussing cognitive psychology. The author references an essay specifically, "Critical Thinking: Why Is It So Hard to Teach?"  The statements made after are therefore traceable and can be cross-referenced, ensuring reliability.