Генетическая детерминация как источник культурных столкновений между цивилизациями

Arrow of Time Phenomena in Social Science and Sixteen Global Mega Trends of Human Society

Critical thinking has become an important skill of the 21st century to cater for complex challenges. The current study aimed to analyze the curriculum of biology (2006) to explore the critical thinking skills addressed in the document. The curriculum document was selected through purposive sampling technique. To do the document analysis, thematic analysis was used with the facilitation of NVivo 12 software that examined the curriculum’s aims and objectives, importance of critical thinking in the document, pedagogy, and assessment techniques suggested for the development of critical thinking. According to the findings of the study, the document explicitly addresses critical thinking in aims and objectives section. It also focuses on evidence, rational thinking, and intellectual honesty. Moreover, the suggested pedagogy is open ended questions, inquiry-based learning, concept mapping, and dialogue for the development of critical thinking skills among students. For the development of higher order thinking skills, a substantial weightage is allocated to alignment of the curriculum's goals. However, the study also identifies potential areas for improvement, such as providing more explicit guidance on integrating critical thinking across the curriculum and offering specific examples of activities and assessments that promote critical thinking. The findings suggest that while the curriculum lays a strong foundation for critical thinking skills development, its effective implementation relies on teachers' capacity to translate these intentions into classroom practice. Keywords: , , , ,

When I first started doing research about critical thinking (CT), I had not realized how contested a notion (Atkinson 1997) it was, even though it is widely accepted as an important goal of (at least Western) higher education (Barnett 1997; Norris 1995). Most people agree that critical thinking is essential for citizens to participate actively in a democracy (Brookfield 1987; Johnson and Morris 2010; ten Dam and Volman 2004). There is also a need for citizens to criticize the systems and hierarchies in which they live, whether academic or corporate, whether in a democratic state or not, questioning and challenging even the structures within which we conduct critical thinking. Some scholars claim that critical thinking is culturally biased (e.g., Atkinson 1997; Fox 1994; Norris 1995), which is a view I initially dismissed, because the ideas and practices of CT exist in my own Egyptian Islamic culture. Some scholars argue that viewing critical thinking as distant from non-Anglo (i.e., non-English speaking) cultures is a symptom of misunderstandings (Ennis 1998), and even ignorance of, and condescension toward non-Westerners' capacities for rational thinking (Nussbaum 1997). Claims of cultural distance or difference are often presented under the guise of cultural sensitivity, while hiding reductionist and deficit-oriented tendencies (Zamel 1997).KeywordsCritical ThinkingCultural CapitalOnline DiscussionLinguistic AbilityIslamic ScholarshipThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Objective: To identify students' skills and attitudes which affect fostering critical thinking in undergraduate medical students.
 Study Design: Modified Delphi Study.
 Place and Duration of Study: University of Lahore, Lahore Pakistan, from Oct 2018 to Apr 2019.
 Methodology: This study was carried out to develop consensus. Participants were selected through purposive sampling. A draft questionnaire was developed on Google Forms and sent to five experts for pilot study, construct validation and cognitive pre-testing. Wait Time, rating on the Likert Scale and Consensus criteria of 80% were defined before the start of the study. A new questionnaire was sent to participants in each round.
 Results: The study enrolled 27 experts, of which only 14 participated in all the three rounds. Experts initially identified 18 factors related to students' skills and attitudes. The consensus was achieved for 14 out of the final 16 factors. Pre-medical education through Matric/FSc. rote memorization, lack of logical and rational thinking, no active participation in interactive sessions and strategic learning by students hamper fostering critical thinking. On the other hand, students from O/A level possess better critical thinking skills because they were trained to criticize and question during class activities.
 Conclusion: Individual skills/attitudes of students affect fostering of critical thinking among undergraduate medical students. They should be addressed primarily in pre-medical schools for better critical thinking abilities in medical school.

A proposed framework for teaching and evaluating critical thinking in nursing.

Concern over the impact of fake news on major socio-political events is growing. The use of deliberate misinformation is thought to have played a role in the outcome of the UK EU referendum, the 2016 US presidential election, and in the effectiveness of COVID-19 public health messaging. As a result, recent research has tended to focus on hyper-partisan (e.g., US politics; Democrat/Republican), person specific (e.g., Hillary Clinton/Donald Trump) content that incorporates emotive and hyperbolic language. However, in this study, we focus on an alternative form of fake news, across a variety of topics (e.g., Crime, Immigration, and Health), that avoids these characteristics, and which may therefore be more pervasive and difficult to detect. In a three-part study, we examined participants sharing intentions for fake news (including platform preference; Facebook, Twitter, Instagram, and WhatsApp), their ability to explicitly detect fake news, and whether individual differences on psychological measures of critical thinking ability, rational thinking, and emotional stability predict sharing behavior and detection ability. The results show that even our well-informed sample (political science students) were not immune to the effects of fake news, some issues (e.g., health and crime) were more likely to be shared than others (e.g., immigration), and on specific platforms (e.g., Twitter, Facebook). In addition, we show that individual differences in emotional stability appears to be a key factor in sharing behavior, while rational thinking aptitude was key to fake news detection. Taken together, this study provides novel data that can be used to support targeted fake news interventions, suggesting possible news topic, sharing behavior, and platform specific insights. Such interventions, and implications for government policy, education, and social media companies are discussed.

Critical thinking skills as a reflective and rational thinking process, which is carried out seriously to determine what to believe and what actions to take. This study aims to improve the critical thinking skills of science of grade IV students of Ciawi III Elementary School using the Problem Based Learning (PBL) learning model on leaf material. This study uses a classroom action research (CAR) method with a population of 18 people which is carried out in 2 cycles, namely cycle I and cycle II and is carried out in 3 days, namely Thursday, Monday and Tuesday in March 2025. Data collection techniques used are tests, observations and documentation. The results obtained showed an increase in critical thinking skills by 80% using the Problem Based Learning (PBL) learning model. Therefore, the use of the Problem Based Learning (PBL) learning model has a positive impact on improving the critical thinking skills of elementary school students. The Problem Based Learning (PBL) learning model can be used by teachers as a way to provide broad understanding with the help of learning models.

This study aimed at investigating the availability of critical thinking skills in the Arabic language and Islamic education textbooks depending on their teachers’ point of view in Jerash Governorate. The researchers have used the functional analytical approach. They prepared a questionnaire that consisted of 36 paragraphs which have targeted four skills, and the sample consisted of 97 female teachers. After finding the arithmetic mean and the standard deviation of the four skills, the results revealed that the targeted skills are highly present in the Arabic language and Islamic education textbooks according to their teachers’ point of view. Accordingly, the researchers recommended conducting more studies that investigate critical thinking, and training the teachers to teach it, as well as to involve teachers in the process of composing school textbooks.

A Review of:
 Kwon, Nahyun. “A Mixed-Methods Investigation of the Relationship between Critical Thinking and Library Anxiety among Undergraduate Students in their Information Search Process.” College & Research Libraries 69.2 (2008): 117-31.
 
 Objective – To investigate the nature of the association between a student’s critical thinking disposition and the extent to which they suffer from library anxiety.
 
 Design – Standardized quantitative survey instruments and a qualitative content analysis of student essays.
 
 Setting – A state (publically funded) research university located in the southeast United States.
 
 Subjects – 137 undergraduate students enrolled in the Library and Research Skills course.
 
 Methods – Undergraduate students enrolled in the three-credit course Library and Research Skills during the spring 2006 semester were invited to participate in the study. Of 180 students registered in the course, 137 volunteered to take part. Data collection took place in the first two weeks of the semester. 
 
 Participants were asked to complete two standardized survey instruments: the California Critical Thinking Disposition Inventory (CCTDI) and the Library Anxiety Scale (LAS). The purpose of the CCTDI is to “measure a person’s disposition to use critical thinking” (119). The instrument consists of seven scales: “truth-seeking”; “open-mindedness”; “analyticity”; “systematicity”; “critical thinking self-confidence”; “inquisitiveness”; and “maturity” (119). “Truth-seeking” is a commitment to seeking answers even if the process proves difficult or reveals information outside of one’s belief system, “systematicity” is defined as an organized approach to problem solving, and “maturity” is the ability to make “reflective decisions when facing ill-structured problem situations” (119). “Analyticity” refers to a subject’s ability to anticipate possible outcomes, “open-mindedness” to being open to different points of view, “critical thinking self- confidence” to a belief in one’s own critical thinking skills, and “inquisitiveness” to “intellectual curiosity” (119). Participants scored 75 items using a six-point Likert-type scale. 
 
 The LAS measures levels of library anxiety by asking students to respond to 43 statements using a five-point point Likert-type scale. The LAS is designed to identify perceived roadblocks to their students’ use of the library, including “barriers with staff” or staff who are not helpful, “affective barriers” or a lack of confidence in one’s research skills, “comfort with the library,” “knowledge of the library,” and “mechanical barriers” such as equipment that is difficult to use (119).
 
 In addition, participants were asked to write a 500-1,000 word essay about their “most recent or most memorable experience of using the library and its resources to write a research a paper” (120). Quantitative data collected from the CCTDI and LAS was analyzed using statistical software and the content of the qualitative data generated by the student essays was analyzed to identify common critical thinking and library anxiety themes.
 
 Main Results – Only a small percentage (6%) of participants in the study were freshman (i.e., in their first year of study). The largest group was comprised of third year students or juniors (41.8%), followed by sophomores (27.6%) and seniors (21.6%). The participants ranged in age from 18 to 60, with an average age of 22.9 years. Over 68% percent were female.
 
 Overall, a higher percentage of study participants scored lower on the CCTDI across all seven scales than a normative sample of undergraduate students. A score below 40 on a particular scale is considered by the instrument developers to be an indication of weakness in that particular dimension of critical thinking. The participants’ mean score for each of the seven scales fell below this threshold. Areas of particular weakness were truth-seeking (82% of students scored below 40), systematicity (63% scored below 40), and maturity (55% below 40).
 
 The researcher ranked the students by their total CCTDI scores, and then divided the subjects into three equal groups. The 37 students with the highest overall CCTDI scores were labelled the strong critical thinking dispositions (CTD) group. The 37 students with the lowest overall CCTDI scores formed the weak CTD group. The mean LAS scores of participants in each group were then compared. A higher LAS score is indicative of a higher level of library anxiety. Students with strong CTD demonstrated significantly less library anxiety than those with weak critical thinking dispositions (an overall mean score of 93.03 versus 111.13). When it came to the five dimensions of library anxiety, the difference in the mean scores between the two groups was greatest for staff barriers (30.88 for participants with strong CTD versus 38.20 for those weak CTD) and affective barriers (27.24 versus 32.94). The difference in scores for anxiety arising from mechanical barriers was lower (0.83), but still statistically significant (p

In the 21st century today, economic globalization and the advent of an information age have greatly unleashed and boosted productive forces. They have presented unprecedented opportunities while make climate change, ecological imbalances, financial risks, refugee crises, and major infectious diseases cross the national borders to become a global challenge for humanity. The Chinese communists headed by Xi Jinping, through in-depth analysis and rational thinking of the historical trend, the trend of current times, and the law of human civilization development, have put forward the concept of “a community of shared future for mankind” .With peace, development, cooperation, and win-win as its core value, the concept is a “China solution” to meet global challenges, to safeguard world peace, and to promote the common development of all countries. It also represents “Chinese Wisdom” and “Chinese Responsibility” as a rising power in the world. The concept of “a community of shared future for mankind” is rooted in the broad and profound Chinese traditional culture and is a scientific prediction based on the characteristics of the times and the direction of the development of human society. In September 2017, the 8th World Conference on Confucianism was opened in Qufu, Shandong Province, hometown of Confucius. Domestic and foreign experts conducted discussions on the theme of “Confucian Thoughts and A Community of Shared Future for Mankind”. Zhu Jieren, President of the Chinese Historical Literature Research Association, as one of participating experts, mentioned: “Confucius, in his era, had proposed the idea of “Grand Union” and in his thought, mankind is a community of shared future.” (Li, 2017) Confucian thoughts of “Grand Union” is precisely coincides with the concept of “a community of shared future for mankind” both in values and pursuits. If the “Grand Union” thought is the pursuit of Chinese ancient thinker for an ideal human society, then the concept of “a community of shared future for mankind” is the pursuit of Chinese communists for a peaceful and progressing world (Sun, 2016). Based on common pursuits and values, the two thoughts are proposed based on different historical backgrounds and realistic conditions. Therefore, it is of great realistic and practical significance that by analyzing and comparing the two thoughts, the innovation and internationalization of Confucianism studies can be greatly promoted and the construction of a community of shared future for mankind can be also pushed forward.

This article elucidates the thoughts of ʿAbd al-Ṣamad al-Palimbānī (1116 H / 1704 M-1203 H / 1789 AD) regarding the role of reason and the importance of rationality in religion and society. This article refers to ʿAbd al-Ṣamad’s works as primary data and the writings of Muslim scholars as secondary data. After describing ʿAbd al-Ṣamad’s main views on reason, knowledge, and thinking, this article concludes that religious life based on rational thinking, contemplation, and critical logic will give rise to knowledge, wisdom, and moderation, support the development of human potential, and develop civilization. Conversely, a religion that is dominated by hatred and avoids critical rational thinking will give birth to ignorance, religious extremism and terrorism, and other destructive actions. This study is qualitative literature using the hermeneutic method and philosophical analysis.

ObjectiveTo analyse the critical thinking skills of students enrolled in the four academic years of the nursing degree at a public university belonging to the European Higher Education Area.DesignCross-sectional, quantitative,...

SINCE THE COLLAPSE OF THE USSR many scholars have pointed to the weakness of the political parties in the states of the former Soviet Union.' Unlike some of the countries of post-communist Eastern Europe (such as the Visegrad states, Hungary, Poland and the Czech Republic, as well as the Baltic States), where relatively stable patterns of partisan competition have emerged, in most of the states of the former Soviet Union, it has been argued, only 'pseudo parties' have arisen. These 'pseudo parties' are seen as largely shifting coalitions of individuals, unanchored in post-communist society and incapable of performing even the most basic functions of political parties.2 Indeed, from this 'pessimistic' point of view, parties in the former Soviet Union are scarcely more than transient organisations with little continuity from one election to another, lacking coherent ideological programmes and reliable social constituencies.3 Many have argued that decades of totalitarian rule (more extreme and of longer duration in the Soviet Union than in Eastern Europe or the Baltic States) pulverised what little there was of civil society, a legacy that continues to retard the development of political parties. As Bielasiak notes, the 'numerous weaknesses of political society impede the formation and consolidation of a structured party system capable of providing informed choices to the electorate'.4 Others have pointed to the incentives generated by political structures, particularly the existence of 'superpresidentialism', which have also retarded the development of political parties.5 Unfortunately, most of the existing literature that relates superpresidentialism to party development in the countries of the former Soviet Union has focused only on single case studies, without the benefit of comparative perspective.6 Because of this tendency it is difficult to assess truly whether or not 'superpresidentialism' has the often cited retarding effect on party development. On the other hand, macro-comparative approaches that lump together all of the former communist states run the risk of conflating the effects of the electoral system and presidentialism on party development, especially since most parliamentary systems in post-communist Europe employ some form of proportional representation.7 The key then is to select cases that vary in terms of the degree of superpresidentialism but where variations in the electoral system are controlled. Finally, most studies that have pointed to the weaknesses of political parties in the countries of the former Soviet Union have relied

Gender Perception as a Habit of Moral Perception: Implications for Philosophical Methodology and Introductory Curriculum

The purpose of the current research was to identify the obstacles of the development of critical thinking skills for the early stage child from the point of view of female teachers in Saudi Arabia. The sample of the research consisted of (120) teachers of early childhood, randomly selected in the cities of Dammam and Riyadh. The descriptive/qualitative method was used, and the questionnaire was used as a tool for collecting search data after verifying its suitability for application and consisted of (44) individuals in its final form for four basic domains. The research reached several results: The research sample approved the third domain: the obstacles of kindergarten management by a percentage of (75.40%), the sample of the research approved the second domain: the obstacles of the classroom environment and the curriculum, by a percentage of (73.60%), as well as the research sample approved the fourth domain: the obstacles of the kindergarten teacher by a percentage of (70.60%), and also approved the first domain: disabilities related to the characteristics and mental needs of the child by a percentage of (66.40%).The results also indicated that there were no statistically significant differences at the level (0.05) in the domains of the questionnaire about the obstacles of developing critical thinking skills for an early stage child from the point of view of the this stage teachers due to the change of the city (Dammam and Riyadh). The research recommended the need to put the child in a new educational experience in accordance with the characteristics of his/her development and needs, enrich the educational staff with innovative means and activities that address the higher thinking skills, appreciate the outstanding professional competencies, and increase the rewards and incentives for the teachers of the stage.