Articulating Your Worldview . Yes, you have one. . Blind Man and the Elephant. Defining your Terms. w orldview or world view German word Weltanschauung , welt (world) and Anschauung (view or outlook ) framework for reality fundamental to philosophy and epistemology
Yes, you have one.
worldview or world view
German word Weltanschauung, welt (world) and Anschauung (view or outlook)
framework for reality
fundamental to philosophy and epistemology
lens or frameworkof ideas and beliefs through which an individual, group or culture interprets the world and interacts with it as a coherent description of the world as one objective reality
father’s view on Catholicism
parents’ work ethic
family dynamics-third child/baby
female / feminism
American / Californian
solo backpacking trip
husband / marriage
technology/ social media
heterosexual / heterosexualized
Questions, Questions, Quesitons1. How do you move from a primarilyinheritedtoprimarilyinformed worldview?2. Why is it desirable?3. Can your worldview be both inherited and informed?4. Is it possible for your worldview to be entirely informed?
ALWAYS DEFINE YOUR TERMS.
What does it mean to think critically?
Where to start?
Make a list of the biggest decisions you have made in your life thus far. Include both good and bad/poor decisions.
We prefer stories to statistics.
We seek to confirm.
We rarely appreciate the role of chance and coincidence in life.
We can misperceive the world.
We have faulty memories.
We are often more likely to listen to our friend’s negative story about a car he owns then the Consumer Reports data on the same car.
We seem to find it easier to think in terms of those instances that support whatever notion we’re testing. The problem is, by selectively focusing on supporting information, we ignore contradictory information that may be relevant to the decisions we make.
We want to believe that things always happen for a reason.
We are causal seeking animals, which probably arose as part of our evolutionary development.
Seeking out causes usually serves us well, but the problem is, it is so central to our cognitive make-up and thought processes that we over apply it. We start seeing causes for things that are simply the result of chance occurrences.
“I know what I saw.”
Two factors have a particularly important effect on how we perceive the world:
1. our expectations
2. our desires
Because life and/or information available can be overwhelming, we often base our decisions upon information that can be easily brought to mind.
Many of us, including those who testify as witnesses, think that our memory is a permanent record of past experiences.
Research indicates our memory can change. In fact, we can even create new memories for events that actually never happened.
Memory is constructive: current beliefs, expectations, environment, and suggestive questioning can influence our memory of past events.
1: DUALISM (EITHER/OR THINKING)
THERE IS A SINGLE RIGHT ANSWER TO ALL QUESTIONS. Knowledge is “received truth” delivered by professors. Dualistic thinkers resist thinking independently, drawing their own conclusions, stating their own points of view, and discussing ideas with peers; these are “senseless tasks” because they believe teachers should deliver the facts. They are especially uneasy when teachers (authorities) disagree. They believe that learning involves taking notes, memorizing facts, and later depositing facts on exams.
2: MULTIPLICITY (SUBJECTIVE KNOWLEDGE)
KNOWLEDGE IS JUST AN OPINION, and students and faculty are equally entitled to believe in the veracity of their own opinions. They may rebel at faculty criticism of their work, attributing it to capricious whim and faculty inability to recognize the value in alternative perspectives.
3: RELATIVISM (CONSTRUCTED KNOWLEDGE)
OPINIONS ARE BASED ON VALUES, EXPERIENCES, AND KNOWLEDGE. They can argue their perspective and consider the relative merit of alternative arguments by evaluating the quality of the evidence. Knowledge is “constructed” through experience and reflection. These students view faculty as having better-informed opinions in their areas of expertise and as being able to teach students techniques for evaluating the quality of evidence underlying conclusions.
INTELLECTUAL HUMILITY VS. INTELLECTUAL ARROGANCE
Knowing and admitting limitations, including prejudice and bias
INTELLECTUAL COURAGE VS. INTELLECTUAL COWARDICE
Face issues as well as penalties for nonconformity
INTELLECTUAL EMPATHY VS. INTELLECTUAL NARROW-MINDEDNESS
Consciousness of need to imaginatively put one’s self in someone else’s place.
INTELLECTUAL AUTONOMY VS. INTELLECTUAL CONFORMITY
Rational and independent control of beliefs, values, and inferences.