What level of openness do students exhibit before and after the culminating course in they undergraduate degree?
Active Open Thinking is a highly descriptive form or trait in thinking. It involves a thorough corroboration of intertwining thoughts and ideas to result to the most efficient decisions or steps to be taken. Actively open-minded thinking entails the disposition, which gets rid of any concurrent biases before. In the past, various scholars looked at this issue. They include Baron, who put up the theory of myside bias, J. S Mill, Irving Janis as well as three scholars who worked together: Herek, Janis and Huth. All of these scholars outlined pioneer theories on the subject in our studies today we borrow a lot from them. This paper aims to look at the various issues, which relate to actively open minded thinking whilst taking the form of a literature review using the question, "Does actively open minded thinking disposition affect performance?"
Greatest types of divisions in the thinking and representation of their subsequence, there are three categories which present options, beliefs and goals based on people's thoughts. Active learning consists of cooperative, problem-based and collaborative learning. Active learning defines a process that uses instruction styles to aid the learning process some research believe that active learning aids in enhancing social life both at work, school or home. The advantages of the active learning include helping an individual acquire knowledge in his or her area of interest, emphasize the relationship between an individual and real practice and create an ability to adopt new ideas. Further, the process can aim to the individual ownership in particular method. A person ability to act open-mindedly should not get confused spontaneity and adaptation. District values affect the social, practical and psychological result of bring tension or serve compatible other types pursuit Further, in the discussion, we deduce that thinking often involves the stringing of ideas, comparing the issue at hand and thereafter coming up with conclusions basing on the first steps. Further, we can evaluate goals in terms of several perspectives. The first perspective is that we can compare the effect of goals basing on past goals. For instance, it would be absurd claiming that a goal is feasible yet it proved failure in the past using the very approaches one uses. However, the areas seems worth to mention that the goals seems more tied in philosophy as opposed to what they represent in psychology, which seems not the case. Active Open Thinking proves mainly concerned with the general directions offered to individuals. Direction solely defines the biggest factor in determination of the best way forward for individuals and the subsequent accomplishment of optimal decision making to illustrate the best way forward.
Through the open-minded thinking scale, the participants get evaluated on how good their thinking disposition manifests itself. Notably. The area worths to mention that the scale follows forty-one statements, which get categorized into different areas. Some of the categorizations, which stays rife in the scale, are dogmatism, value flexibility, absolutism, as well as categorical thinking and are classified on a rating from one to six. One represents a strong disagreement; three represents a slight disagreement while six is for strong agreements.
The participants got given the open-minded scale at the start of the study. Fifty students got given the study and thirty-six resubmitted them for evaluation and the subsequent putting down of the findings. Another method, which got used include the use for the group discussions. In this instance, the participants ventured into a controversial topic. Afterwards, through a report on their agreements and disagreements, the researchers developed a way to evaluate perceptions on a wider scale.
Open Thinking Scale test proved very evenly distributed. By stating so, there occurred a normal curve. As for the discussions, we came up with the broad categories before breaking them even further for more detail for more explicit and narrowed observations and findings.
Having it in mind that this was the first assessment of its kind; the research plans to definitely go a long way in further assessments as it relates to open minded thinking. Researches that are more complex could borrow from it. In Conclusion investigated the relationship between disposition and creative learning. Critical thinking mostly gets associated with critical thinking. There three attributes that affect vital thinking include wholeheartedness responsibility and open-mindedness. If certain dispositions fail to work with critical thinking an individual may fail to think critically. There exist the importance an institution to create a framework that encourages creative thinking. More often creative thinking gets associated with success. This study helps to fill the gap of this study area giving more information about the topic. For instance, research found that a peer review can act as a method of active learning. In conclusion, actively learning refers to a method that aids an individual actively participate in his area of interest. Many areas studies illustrate the importance of active learning and what affects active learning. Active learning seems to affect performance by improving it.
This being the first step of a research on open minded on an active basis, the research seems to definitely bring in more insights in future on the same topic. The research can aid kin improving literature in the field of open minded thinking
Baron, J. Myside bias in Thinking about Abortion. Thinking and Reason, 1995, 1, 221-235
Baron, J. (1991). Beliefs in Thinking. In J. V. Voss. D. N. Perkins & J. W (Eds). Informal Reasoning and Education, pp. 169-186. Hillsdale, NJ: Erlbaum.
Janis, I. (1995). Groupthink. In E, Griffin. A First Look at Communication Theory, pp. 235-246. New York: McGraw Hill.
Macleod, Christopher, "John Stuart Mill", The Stanford Encyclopedia of Philosophy (Spring 2018 Edition), Edward N. Zalta (ed.), https://plato.stanford.edu/archives/spr2018/entries/mill/
Herek, M, G. Janius, L, I, Huth, P. Decision Making during International Crises: Is Quality of Process Related to Outcome? Journal of Conflict Resolution. Vol 31, Issue 2, pp. 203 - 226
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