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Developing an Inquiring Mind

Betsy Glass, PhD

 June 7th, 2009[A]

Good Morning everyone!  

How many of you had questions as children or now at a FEW years later in life, have those “curiosities” but do not ask them.  Why don’t you ask, to those in your presence, any question that comes to your mind???

Please stop and think about that for a second……what makes you hesitate or not ask??  Whether it be with acquaintances, family, rainy weather friend, sunny weather friends, people encountered in every day life at work, or socially.  What stops you….especially with those closest to you???

Yesterday, Frankie and Roy, who are here today, were speaking with me when it dawned on me that we do NOT teach inquiry in schools (which is the labeled topic of my talk)….instead, if we are to help the young mind develop INQUIRY, we need to encourage young people the safety of personal acceptance to ask any question they have, without judgment, if we ever hope for them to develop into critical thinking adults, with inquiring minds! 

I am sure that you have all either heard or were told as children, after asking a question, to wait for a better time, or that “I’m busy, can’t you see that I do not have time right now to answer you!” OR “How can you ask such a stupid question?” OR “Don’t bother me!” and any variations of putting young people off, out of the adult’s precious time, for doing what they consider FAR MORE important things!  By the way this includes, while the adult is watching a TV show; even a spouse may have difficulty striking a conversation then, if a far more important event is on the TV; usually, in the form of a ‘reflected ego’ or ‘an escape fiction adopted self-image’, so that they can live through another who appears to them as special!

SOOOOOO back to the young child asking questions and all adults in their ability to help that child with an inquiring mind (which is also the ability to create and think critically).

We can not teach, how to have a successful inquiring mind; instead, as I mentioned a minute ago, we need to encourage young people, with the safety of personal acceptance, to ask any question they have, without fear of judgment!  The fear of “risk taking” is instilled in children by the adults in their lives, who limit answering the young person’s curiosity, & who set expectations they WANT for the child, & show disappointments when the expectations are not met by a set time OR not chosen by the child OR questions are asked by the child that they feel are “foolish”.

OK…..back to the young person ( you can tell I like to see children respected)  I do not believe that chronological age brings respect, but rather respect of the child in turn develops a child who shows respect. The old adage. “you reap what you sow”.

As I said, you do not teach ‘inquiry’, nor do you teach a subject….rather you teach students self-acceptance, perseverance and unconditional love of self and others. ……..always listening (with eye contact) and accepting the child’s ideas as possibilities……..they will find out, with your guidance when they need to alter their course and then they also learn that it is alright to have initial ideas that may not work, but that lead to far more grand results.

Actually, although my name seems to be associated with science research, I am also very proud to have had the debate team for 20+ years and many successful State NHS officers, who had to be able to critically think on their feet, if to succeed in a debate or win a Florida State NHS position.  Thus, I do not see Inquiry or critical thinking as being limited to science; rather, the scientific method is a tool which guides people to INQUIRE and think critically in every aspect of their lives or chosen professions.

I consider myself to be a very lucky person, to have been reared in a very small town, between Wilkes Barre & Scranton, PA, by two parents who showed unconditional acceptance of this very active inner child.  My father had to leave high school in the 10th grade when his father died and he had to work 3 jobs to support his mother and siblings until all had graduated HS and were out on their own.  He then became a self-educated electrical engineer through reading and working with electrical equipment without pay in evenings, for a local large electrical corporation. At the same time he always made sure that his mother (who was independent in her own immigrant Italian persona) lived out her life with pride in the home my deceased grandfather had built for the family.

It was from this pride in one’s own self-reliance, hard work, tenacity and permission to fall and get back up that I feel gave me the critical thinking and inquiring mind I can not shut down today. 

I recall my parents allowing me to try almost anything, make mistakes and continue with full acceptance….one statement from my father, has stuck with me, since I was in college and he had built a heavy duty electrical business that spanned several states.  Again, he was a self-made man with great pride in his work ethic and in the 60’s when heavy duty electrical plants were first becoming computerized, he studied all the manuals published and actually solved computer problems at major electrical plants in NY at the request of the computer manufacturer, when the college educated electrical engineers could not solve the problems.  When asked how he was able to do the work, his statement was that “I never thought I could not succeed, if I tried”.

I wrote an article, many years ago, where I mentioned as ‘toddlers’, we all took first steps on our wobbly insecure legs and then fell down quickly!

However, we were then encouraged and praised for trying, with smiles, kisses and clapping hands (applause).  Each time we took the “risk” of walking, we received accolades, regardless of the outcome!

What a warm unconditional accepting environment that led us into & the ability to walk at the ages of 7 to 18 months.  And how wonderful that we did not feel less worthy if little Suzie walked before we did.  We were loved just the same and therefore continued to give each try our best effort!

What happens over the years, as the toddler develops into an adolescent, who really fears attempts at just about everything!...and whose ‘self-identity is so fragile, that a single negative verbal blow  leaves the child little self-respect and fear of taking another individual unique risk of any question, thought or action; this often curtails the adventurous spirit, INQUIRY with trial & error, & creativity which opens all doors without concerns over “WHAT IFS”  How sad it would have been if after falling 10 times, the toddler sat rejected, dejected, and labeled as a failure……..and then perhaps never attempting to walk again!  Why do we do this with children as they become older???

Although the connection may seem vague, ………..this DIRECTLY links to the loss of the child developing a mature inquiring mind.(again the topic for today, which I navigate around) 

Children need to have a sense of pride and see the beauty inside (as Whitney Houston sings in “The Greatest Love of All”.  Children need to learn to depend on themselves, with all the ups and downs of life, always being praised for getting back up and being loved with all their human differences and uniquenesses that differ from others.

Before the child will have the inquiring mind that leads to professional, family and social success, they need to accept their differences, in all aspects, including learning styles, learning times, athletic development, while having it OK and the support of those “in power” (parents, teachers, peers). 

This unconditional acceptance of ‘ones self’ is central to anyone, who is developing self worth, which once more is essential, before the child will feel free to ask questions ( this translate inquire), be outwardly unique (their own person and not a ‘clique clone’) and risk creative ideas in any academic, trade, profession or life’s passion. 

It is interesting that ADD or ‘difficult’ school children of the past, who were supported by their parents should set such marvelous examples in history.

Coming to my mind is Winston Churchill who is known for his parents going to extremes to keep him in any school………but this same child grew into the man who spoke and wrote: “Never Give in, Never, Never, never, in nothing great or small, large or petty, never give in except to convictions of honour and good sense.” (this was part of his speech at Harrow School, England after he became a prime minister.  What in his life gave him the tenacious persistence, with the ability to use an inquiring path of thinking & creative visions that made a difference for England and the world. 

Locally, we have the history of Thomas Alva Edison, who had to be home schooled because of the lack of educators to allow the child to develop in his own unique way; again, thank heavens he had family who allowed his exploration of uncountable attempts to develop first the light bulb and then you know the rest. 

And of course, how can we forget immigrants like Albert Einsein, who failed a math class, but was given parental encouragement to allow his inquiring mind to take him to dimensions we still try to understand today; again there were family members who encouraged him, in spite of the educational system.

When we educate today, by pigeon holing students through a stereotyped opening, to mass required specific subject matter, with exact learning times and required exact outcomes or label the student and school who does not meet the “cookie cutter” requirements for all, as being an “F failing entity”.

How horrible!!!

Would we want to go back to a job (day after day) where we were seen as failures and demeaned with labels and placements openly acknowledged as lowest when compared to others? 

When I worked evenings at the “run-a-way shelter” and then “ with home visits for “family and children”, I never met a young person who did not want to do well & be liked by others.  Regrettably, through homogenous grouping in school detentions, expulsions onto the streets or ‘special classes’ of all low achievers together, they bond and follow the most assertive amidst them, which usually means success in the criminal world, where they can appear successful by earning large amounts of money, which society holds as the determinating value given to “success”.

I realize that I have not given any set guidelines to teach a child inquiry, but there are textbooks written to do that……are the books making the difference in our American education?? OR is there another secret ?

What I saw in Europe and Singapore (where all of Asia and Eastern Europe sent teams to compete, while we had the only US team), was the guiding of the child to think!  In Eastern Europe and Asia, it is creative thinking with student centered classes that is used in schools and lecture learning is not central…….rather the student reads first, develops ideas, presents them to their class & teacher and then through feedback adds what they missed in their “inquiry” or use of critical thinking in uncovering the comprehension of their own analysis of the subject matter.

If you wonder why we as a country in the USA rank in the 20’s globally, while Singapore ranks #1 in science education…..it is for the exact title of this talk……..inquiry & critical thinking!!!  Would you want a doctor who remembered from a textbook how to treat your particular problem, or would you want a doctor (like Dr House on TV/ w/o the vicodin) who actually looked at every possibility that could lead to your health problem & NEVER gives up, although others may tell him he is wrong. 

This is the type student I would hope to permit to flourish because they will become the best in any profession in life…..because they critically think through INQUIRY ….regardless of whether it be scientific research, medicine, law, court judges, business entrepreneurs, successful family members and active leaders in their community.  To be the best in any chosen field, you need to be able to analyze and think about the best path to take, based upon your own educated guess…..this requires INQUIRY……..& critical thinking!

In today’s world, there are so many ideas spread by mass media, so that we need to stay tuned constantly to the questions posed by the young child and to take all questions very seriously.

If we don’t and we tell them “I’m too busy”, “that’s not important”, “we don’t believe in that”, “decide for yourself”, I’ll discuss it with you later”(which never comes)…………we will close the door of the child’s mind from his realization that his questions bother you or are seen as unimportant to you……….once the child stops asking, their ability to make decisions usually rests on an immediate feedback from a most recent memory and there is no process of evaluation and possibilities to consider. 

We have effectively closed the child’s mind to alternative choices or possible routes to discovery of new answers to their current questions or curiosities.  In so doing, we have also stopped creativity, which comes from critical thinking OR INQUIRY which searches for new expressions of thought.

 

An interesting side influence to INQUIRY; As adults, our actions or behaviors are mirrored by the developing child, as they try to reach the adult role model level.  A current hypothesis of mirror neurons suggests that the mirror neurons in the child’s brain also mimic the adult’s response or behavior.  This includes how one approaches problems in life and how dilemmas are handled………

 

To end, this message, I would like to quote Theodore Roosevelt from 1899:  “ Far better is it to dare mighty things, to win glorious triumphs, even though checkered by failures, than to take rank with those poor spirits, who never enjoy much, nor suffer much, because they live in the grey twilight that knows not victory nor defeat.”

Are we preparing the young to risk through their own unique paths of inquiry(check Gardiners Multiple Intelligences) OR to live in the twilight zone;

Are we guiding them to learn at their own optimum potential & creativity OR to be cut off by necessary requirements with pre-set timelines & then seen as failures when not making the cut for mandated guidelines? 

Thank you for listening……….

 

Supporting Information for topics in the above talk:

Critical thinking is purposeful and reflective judgment about what to believe or what to do[1] in response to observations, experience, verbal or written expressions, or arguments. defined more narrowly as the careful, deliberate determination of whether one should accept, reject, or suspend judgment about a claim and the degree of confidence with which one accepts or rejects it.[2]

Critical thinking gives due consideration to the evidence, the context of judgment, the relevant criteria for making the judgment well, the applicable methods or techniques for forming the judgment, and the applicable theoretical constructs for understanding the nature of the problem and the question at hand.[2] Critical thinking employs not only logic but broad intellectual criteria such as clarity, credibility, accuracy, precision, relevance, depth, breadth, significance and fairness.

Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends. It also generally requires ability to recognize problems, to find workable means for meeting those problems, to gather and marshal pertinent information, to recognize unstated assumptions and values, to comprehend and use language with accuracy, clarity, and discrimination, to interpret data, to appraise evidence and evaluate arguments, to recognize the existence (or non-existence) of logical relationships between propositions, to draw warranted conclusions and generalizations, to put to test the conclusions and generalizations at which one arrives, to reconstruct one's patterns of beliefs on the basis of wider experience, and to render accurate judgments about specific things and qualities in everyday life.

Critical thinking can occur whenever one judges, decides, or solves a problem; in general, whenever one must figure out what to believe or what to do, and do so in a reasonable and reflective way. Reading, writing, speaking, and listening can all be done critically or uncritically. Critical thinking is crucial to becoming a close reader and a substantive writer. Expressed most generally, critical thinking is “a way of taking up the problems of life.”[5] Irrespective of the sphere of thought, “a well cultivated critical thinker":

  • raises vital questions and problems, formulating them clearly and precisely;

  • gathers and assesses relevant information, using abstract ideas to interpret it effectively

  • comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;

  • thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and

  • communicates effectively with others in figuring out solutions to complex problems; without being unduly influenced by others thinking on the topic.

Critical thinking is an important element of all professional fields and academic disciplines (by referencing their respective sets of permissible questions, evidence sources, criteria, etc.). Within the framework of scientific skepticism, the process of critical thinking involves the careful acquisition and interpretation of information and use of it to reach a well-justified conclusion. The concepts and principles of critical thinking can be applied to any context or case but only by reflecting upon the nature of that application. Critical thinking forms, therefore, a system of related, and overlapping, modes of thought such as anthropological thinking, sociological thinking, historical thinking, political thinking, psychological thinking, philosophical thinking, mathematical thinking, chemical thinking, biological thinking, ecological thinking, legal thinking, ethical thinking, musical thinking, thinking like a painter, sculptor, engineer, business person, etc. In other words, though critical thinking principles are universal, their application to disciplines requires a process of reflective contextualization.

Critical thinking is important, because it enables one to analyze, evaluate, explain, and restructure our thinking, decreasing thereby the risk of adopting, acting on, or thinking with, a false belief. However, even with knowledge of the methods of logical inquiry and reasoning, mistakes can happen due to a thinker's inability to apply the methods or because of character traits such as egocentrism. Critical thinking includes identification of prejudice, bias, propaganda, self-deception, distortion, misinformation, etc. Given research in cognitive psychology, some educators believe that schools should focus on teaching their students critical thinking skills and cultivating intellectual traits.

Fair-minded or strong sense critical thinking requires intellectual humility, empathy, integrity, perseverance, courage, autonomy, confidence in reason, and other intellectual traits. Thus, critical thinking without essential intellectual traits often results in clever, but manipulative and often unethical, thought. In short, the sophist, the con artist, the manipulator often uses intellectually defective but effective forms of thought. While critical thinking skills might be considered largely "objective", few humans notice

 

To develop one's critical thinking traits, one should learn the art of suspending judgment (for example, when reading a novel, watching a movie, engaging in dialogical or dialectical reasoning). Ways of doing this include adopting a perceptive rather than judgmental orientation; that is, avoiding moving from perception to judgment as one applies critical thinking to an issue.

One should become aware of one's own fallibility by:

1.     accepting that everyone has subconscious biases, and accordingly questioning any reflexive judgments;

2.     adopting an ego-sensitive and, indeed, intellectually humble stance;

3.     recalling previous beliefs that one once held strongly but now rejects;

4.     tendency towards group think; the amount your belief system is formed by what those around you say instead of what you have personally witnessed;

5.     realizing one still has numerous blind spots, despite the foregoing.

6.     understanding the significance of critical thinking in learning.

7.     There are two phases to the learning of content. The first occurs when learners (for the first time) construct in their minds the basic ideas, principles, and theories that are inherent in content. This is a process of internalization. The second occurs when learners effectively use those ideas, principles, and theories as they become relevant in learners’ lives. This is a process of application. Good teachers cultivate critical thinking (intellectually engaged thinking) at every stage of learning, including initial learning. This process of intellectual engagement is at the heart of the Oxford, Durham and Cambridge tutorials. The tutor questions the students, often in a Socratic manner (see Socratic questioning). The key is that the teacher who fosters critical thinking fosters reflectiveness in students by asking questions that stimulate thinking essential to the construction of knowledge.

The status of instruction in critical thinking

Unfortunately research shows that most universities are ineffective in fostering critical thinking. For example, in a three year study of 68 public and private colleges in California, though the overwhelming majority (89%) claimed critical thinking to be a primary objective of their instruction, only a small minority (19%) could give a clear explanation of what critical thinking is. Furthermore, though the overwhelming majority (78%) claimed that their students lacked appropriate intellectual standards (to use in assessing their thinking), and 73% considered that students learning to assess their own work was of primary importance, only a very small minority (8%) could enumerate any intellectual criteria or standards they required of students or could give an intelligible explanation of what those criteria and standards were.

This study mirrors a meta-analysis of the literature on teaching effectiveness in higher education.[13] According to the study, critical reports by authorities on higher education, political leaders and business people have claimed that higher education is failing to respond to the needs of students, and that many of our graduates’ knowledge and skills do not meet society’s requirements for well-educated citizens. Thus the meta-analysis focused on the question: How valid are these claims? Researchers concluded:

  • “Faculty aspire to develop students’ thinking skills, but research consistently shows that in practice we tend to aim at facts and concepts in the disciplines, at the lowest cognitive levels, rather than development of intellect or values.”

  • “Faculty agree almost universally that the development of students’ higher-order intellectual or cognitive abilities is the most important educational task of colleges and universities.”

  • “These abilities underpin our students’ perceptions of the world and the consequent decisions they make.”

  • “Specifically, critical thinking – the capacity to evaluate skillfully and fairly the quality of evidence and detect error, hypocrisy, manipulation, dissembling, and bias – is central to both personal success and national needs.”

  • A 1972 study of 40,000 faculty members by the American Council on Education found that 97 percent of the respondents indicated the most important goal of undergraduate education is to foster students’ ability to think critically.

  • Process-oriented instructional orientations “have long been more successful than conventional instruction in fostering effective movement from concrete to formal reasoning. Such programs emphasize students’ active involvement in learning and cooperative work with other students and de-emphasize lectures...”

  • “Numerous studies of college classrooms reveal that, rather than actively involving our students in learning, we lecture, even though lectures are not nearly as effective as other means for developing cognitive skills.”

  • “In addition, students may be attending to lectures only about one-half of their time in class, and retention from lectures is low.”

  • “Studies suggest our methods often fail to dislodge students’ misconceptions and ensure learning of complex, abstract concepts. Capacity for problem solving is limited by our use of inappropriately simple practice exercises.”

  • “Classroom tests often set the standard for students’ learning. As with instruction, however, we tend to emphasize recall of memorized factual information rather than intellectual challenge.“

Footnotes

  1. ^ Fisher & Scriven, 1997, p. 20

  2. ^ Parker & Moore, Critical Thinking

  3. ^ According to the Oxford English Dictionary, the earliest uses of "critical" (1580) had acquired negative connotations. By 1650, however, it was being used in the sense of "involving or exercising careful judgment or observation," though the OED calls this sense obsolete "or merged in other senses." The phrase "critical thinking" appears to be an example of the survival of this positive sense.

  4. ^ Edward M. Glaser, An Experiment in the Development of Critical Thinking, Teacher’s College, Columbia University, 1941.[page needed]

  5. ^ Sumner (1906) p. 633

  6. ^ See Roderick Hindery (2001): Indoctrination and Self-deception or Free and Critical Thought.

  7. ^ About The California Critical Thinking Disposition Inventory by Thomas F. Nelson Laird, Indiana University Center for Postsecondary Research

  8. ^ Research on Sociocultural Influences on Motivation and Learning, page 46

  9. ^ Paul, Dr. Richard; Elder, Dr. Linda, The Miniature Guide to Critical Thinking Concepts and Tools. Dillon Beach: Foundation for Critical Thinking Press, 2008. ISBN 978-0944583104.[page needed]

  10. ^ Critical Thinking FAQs from Oxford Cambridge and RSA Examinations

  11. ^ "Thinking Skills", University of Cambridge Local Examinations

  12. ^ "New GCEs for 2008", Assessment and Qualifications Alliance

  13. ^ Lion Gardiner, Redesigning Higher Education: Producing Dramatic Gains in Student Learning, in conjunction with: ERIC Clearinghouse on Higher Education, 1995

  14. ^ Sumner (1906) p. 633

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Mirror neuron 

From Wikipedia, the free encyclopedia

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A mirror neuron is a neuron which fires both when an animal acts and when the animal observes the same action performed by another animal (especially by another animal of the same species).[1] Thus, the neuron "mirrors" the behavior of another animal, as though the observer were itself acting. These neurons have been directly observed in primates, and are believed to exist in humans and other species including birds. In humans, brain activity consistent with mirror neurons has been found in the premotor cortex and the inferior parietal cortex.

Some scientists consider mirror neurons one of the most important findings of neuroscience in the last decade. Among them is V.S. Ramachandran,[2] who believes they might be very important in imitation and language acquisition. However, despite the popularity of this field, to date no plausible neural or computational models have been put forward to describe how mirror neuron activity supports cognitive functions such as imitation.[3]

The function of the mirror system is a subject of much speculation. Many researchers in cognitive neuroscience and cognitive psychology consider that this system provides the physiological mechanism for the perception action coupling (see the common coding theory). These mirror neurons may be important for understanding the actions of other people, and for learning new skills by imitation. Some researchers also speculate that mirror systems may simulate observed actions, and thus contribute to theory of mind skills,[4][5] while others relate mirror neurons to language abilities.[6] It has also been proposed that problems with the mirror system may underlie cognitive disorders, particularly autism.[7][8] However the connection between mirror neuron dysfunction and autism remains speculative and it is unlikely that mirror neurons are related to many of the important characteristics of autism.[3]

[A] Talk given to All Faiths Unitarian Congregation on June 7, 2009 at Crestwell School, 1901 Park Meadows Drive, Fort Myers, FL.