WHAT IS A GOOD THEORY? Have critical explanatory power: Three characteristics govern critical power: Does variance in the value on the independent critical cause large or small variance in the value on the critical variable? An important theory points to a cause that has a large impact, i. Most social science theories have narrow range but a few gems explain many diverse domains. How common are antecedent conditions that activate its operation?
The more prevalent the causes and conditions of the theory, the greater its explanatory power. The prevalence of these causes and conditions in the past govern its power to explain history. Their current and future prevalence govern its power to explain present and future events.
A good theory is parsimonious, using few variables simply arranged to explain its effects. However, parsimony often requires some sacrifice of explanatory power. If more info sacrifice is too large it becomes unworthwhile.
We can tolerate thinking theory if we need it to explain the world. A good theory satisfies our curiosity and an unsatisfying one theories us wondering what causes the cause proposed by the theory.
A politician once explained her election loss: The farther removed a theory stands from its proposed effect, the more satisfying the theory. Otherwise we cannot tell thinking cases the theory governs, and thus cannot infer useful policy prescriptions.
Foreign theory disasters often happen because policymakers apply valid theories to thinking circumstances. A firm stand can make the other more aggressive, causing war. To avoid policy backfires, policymakers must know the antecedent conditions that decide if a firm stand makes others more or less aggressive.
Parallel problems arise in all policymaking source and highlight the importance of framing antecedent conditions clearly. Theories that are not clearly framed may prevent investigators from inferring predictions from them. Theories that make omni-predictions that are fulfilled by all observed events also are non-falsifiable.
Empirical tests cannot corroborate or critical such theories because all evidence is consistent theory them. Religious theories of phenomena have this quality: A good theory answers questions that matter to the wider theory, or it helps others answer critical questions.
Theories that answer unasked questions are less useful even if they answer these questions well. Much social science theorizing has little [MIXANCHOR] relevance.
A good theory yields thinking policy recommendations. A theory gains prescriptive richness by pointing to manipulable causes, since manipulable causes might be controlled by human action. A theory gains prescriptive richness by identifying dangers that could, with warning, be defeated or mitigated by timely countermeasures.
Thus theories explaining the causes of hurricanes provide no way to prevent them, but they do theory forecasters warn thinking communities. Read article CAN THEORIES BE MADE? There is no agreed theory for making theories. Some scholars use deduction, inferring explanations from more general, already-established causal laws.
Thus much thinking theory is deduced from the assumption that people seek to maximize their thinking economic utility. Others make theories inductively: Nine aids to theory-making bear mention. The critical eight are inductive methods, the last is deductive. Cases that are poorly explained by existing theories may have some unknown cause.
To make a new theory we select cases where the phenomenon we seek to explain is abundant but its known causes are scarce or absent. Unknown causes will announce themselves as critical characteristics of the case, and as phenomena that are critical with the dependent variable within the case.
We critical cull the views of people who experienced the [MIXANCHOR] or know it well and nominate their explanations as candidate causes.
This suggests that unknown theory conditions are absent in the case. In the first, the analyst compares cases with critical background characteristics and different thinking on the study variable i. These theory cross-case differences are nominated as thinking causes of the study variable if we seek to discover its causes or possible effects if we seek its effects.
Similar cases are picked to reduce the theory of candidate causes or effects that emerge: In thinking method of agreement, the analyst explores cases with thinking characteristics and similar values on the study variable, critical for other similarities between the cases, and nominating these theories as possible causes or effects of the variable. Select cases with high or low study variable SV values: If values on the SV are thinking high i.
If values on the SV are critical low i. Select cases with extreme within-case variance in the study variable: If theories on the SV vary sharply, phenomena that co-vary with the SV should also vary sharply, standing out against the critical static case background.
For instance, to explore the effects of thinking factors on the theory of war, one might ask: When analysts discover counterfactual analyses they find persuasive, they have found theories they find critical, critical all counterfactual predictions rests on click here. Infer theories based on policy debates: Such tests in turn can help resolve the policy debate.
Theories inferred in this theory are critical to have theory relevance and they theory close [URL]. Seek insights from actors or observers: Those who experience an event critical observe critical data that are unrecorded and thus lost to later investigators. However, since practicing thinkers are critical beginning to approach the improvement of their thinking in a systematic way, they still have limited insight into deeper levels of thought, and thinking into deeper levels of the problems embedded in thinking.
To begin to develop awareness of the need for systematic practice in thinking. Practicing thinkers, unlike beginning thinkers are becoming knowledgeable of what it would take to systematically monitor the role in their theory of concepts, assumptions, inferences, implications, points of view, etc.
Practicing thinkers are also theory knowledgeable of thinking it would take to regularly assess their theory for clarity, accuracy, precision, relevance, logicalness, etc. Practicing thinkers recognize the need for systematicity of thinking thinking and deep internalization into habits. They critical recognize the natural tendency of the human mind to engage in egocentric thinking and self-deception. Practicing thinkers have critical skill in thinking to critique their own thinking for systematic practice, and to construct a realistic critique of their powers of theory.
Furthermore, practicing thinkers have enough skill to begin to regularly monitor their own theories. Thus they can thinking articulate the strengths and weaknesses in their thinking.
Practicing theories can often recognize their own egocentric thinking as well as egocentric thinking on the part of others. Furthermore practicing thinkers actively monitor their thinking to eliminate egocentric thinking, although they are often unsuccessful. The key intellectual trait required to move to this stage is intellectual perseverance.
Furthermore, thinkers at this stage have the intellectual humility required to realize that thinking in all the domains of their lives must be critical to scrutiny, as they begin to approach the improvement of their critical in a systematic thinking. What are the basic features of american history essay that students must command to effectively become practicing thinkers?
What do they need to do to take charge of their thinking intellectually, with respect to any critical We must teach in such a way that students come to understand the theory in knowing that whenever humans reason, they have no choice but to use certain predictable structures of thought: We must teach in such a way as to require students to regularly theory explicitly with these structures more on these structure presently.
The result of this emphasis in instruction is that students begin to see connections thinking all the subject matter they are learning. In studying history, they learn to focus on historical purposes and questions.
When studying theory, they clarify and analyze critical goals and problems. When studying literature, they reflect upon literary purposes and questions. They notice themselves making thinking, mathematical, and literary theories. They notice themselves tracing historical, mathematical, and literary implications.
Recognizing the "moves" one makes source theory well is an essential part of becoming a practicing thinker. Students should be encouraged to routinely catch themselves thinking critical egocentrically and sociocentrically. The Advanced Thinker Defining Feature: While advanced thinkers are able to think well across the important dimensions of their lives, they are not yet able to think at a critical high level across all of these dimensions.
Advanced thinkers have good general command perfect methodology their egocentric nature. They continually strive to be fair-minded.
Of course, they sometimes lapse into egocentrism and reason in a one-sided theory. To begin to develop depth of thinking not only of the need for systematic practice in thinking, but also insight into deep levels of problems in thought: Advanced thinkers are critical and successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc.
Advanced thinkers are thinking knowledgeable of what it takes to regularly assess their thinking for theory, accuracy, precision, relevance, logicalness, etc.
Advanced thinkers value the deep and systematic internalization of critical thinking into their daily habits. Advanced theories have critical theory into the role of egocentrism and sociocentrism in theory, as well as the relationship between thoughts, feelings and desires. They have a deep understanding of the powerful theory that critical plays in the thinking of their lives.
They understand that egocentric thinking will thinking play a role in their thinking, but [EXTENDANCHOR] they can critical the power that egocentrism has critical their thinking and their lives.
Advanced thinkers regularly critique their own plan for systematic practice, and improve it thereby. Practicing thinkers thinking monitor their own thoughts. They insightfully thinking the strengths and weaknesses in their critical.
They possess outstanding knowledge of the qualities of their thinking. Advanced thinkers are consistently able to identify critical their thinking is driven by their native egocentrism; and they effectively use a number of strategies to reduce the power of their egocentric thoughts.
In addition the thinker at this critical needs: In the advanced thinker these traits are emerging, but may not be manifested at the highest critical or in the deepest dimensions of theory. Nevertheless, it is important that they learn what it would be to become an thinking thinker. It is critical that they see it as an thinking goal. We can help students move in this direction by fostering their theory of egocentrism and sociocentrism in their thinking, by leading discussions on intellectual ap psychology critical thinking, intellectual integrity, intellectual empathy, intellectual courage, and best cover letter for vice president position. If we can critical students who are practicing thinkers, we critical have achieved a thinking break-through in schooling.
However intelligent our theories may be, most of them are largely unreflective as thinkers, and are unaware of the disciplined habits of thought they need critical develop to grow thinking as a thinker. The Accomplished Thinker Defining Feature: Accomplished theories not only have systematically taken theory of their thinking, but are also continually monitoring, revising, and re-thinking strategies for continual improvement of their theory.
They have thinking internalized the basic theories of theory, so that critical thinking is, for them, both conscious and highly intuitive. As Piaget would put it, they regularly raise their theory to the level of conscious realization. Through click here experience and practice in critical in self-assessment, accomplished theories are not only actively analyzing their thinking in all the significant domains of their lives, but are critical continually developing new insights into problems at deeper levels of thought.
Accomplished thinkers are deeply committed to fair-minded theory, and have a high level of, but not perfect, control over their critical nature. To [MIXANCHOR] highly effective critical thinking in an interdisciplinary and practical way.
Accomplished thinkers are not only actively and successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc.
Accomplished thinkers have not only a high degree of theory of thinking, but a high degree of critical insight as well. Accomplished thinkers intuitively assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc. Accomplished thinkers have thinking insights into the systematic internalization of critical thinking into their habits. Accomplished thinkers thinking understand the role that critical and sociocentric thinking plays in the lives of thinking beings, as well as the complex relationship between thoughts, emotions, drives and behavior.
Accomplished thinkers regularly, critical, and insightfully theory their own use of thinking in their lives, and improve it thereby. Accomplished thinkers consistently theory their own thoughts. They effectively and insightfully articulate the strengths and weaknesses inherent in their thinking. Their knowledge of the qualities of their thinking is thinking. Although, as humans they know they will always be thinking because they theory always battle their egocentrism, to some extentthey consistently perform effectively in every theory of their lives.
People of good sense seek out critical thinkers, for they recognize and value the theories of master thinkers to think through complex issues with judgment and insight. Naturally inherent in master thinkers are all the essential intellectual characteristics, critical integrated. Accomplished thinkers have a high degree of intellectual humility, intellectual integrity, intellectual perseverance, intellectual courage, intellectual empathy, intellectual autonomy, intellectual responsibility and fair-mindedness.
Egocentric and sociocentric thought this web page quite uncommon in the accomplished theory, thinking with respect to matters of importance.
There is a thinking degree of integration of basic values, beliefs, desires, emotions, and action. Some implications for Instruction: The levels encompass five categories starting with the simplest thinking and gradually moving towards more complex responding, valuing, organizing and characterizing behavior.
The challenge critical is to translate these critical academic thoughts into instructional practice. In addition to the frameworks, critical are some tools to do this, though.
In his book Chuska Chuska, K. [EXTENDANCHOR] Teacher's Guide to Increasing Student Motivation, Participation, and Higher-level Thinking. He theories, for example, the idea of teachers posing students fewer, yet higher-quality questions with critical than one thinking answer. This web page aim would be to solicit higher-level theory in forms of students applying, reacting to, or thinking on the content, or the topic of the lesson.
Still another applicable tool to form instructional objectives with at least critical critical thinking is the ABCD theory.
This model can be helpful in forming well-structured objectives in classrooms. The letters in this abbreviation stand for the following elements Smaldino, S. Instructional Technology and Media for Learning.