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| | "21st-Speed/Hong:Picture-based Reasoning" |
 | | Thinking is thus reduced to the practice of manipulating previously established rules according to some "canned" procedures. | | | Without adequate thinking, they are forced to dig deeper and deeper into the practice of rule-based learning, leaving them even less time for thinking. | | | However, imagination, intuition and divergent thinking carry a mystical notion that these qualities seem to be part of innate ability rather than human traits that can be taught or learned. |
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http://www.vxm.com/FHong.html
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| | Creative Thought |
| | Some of the transformational of manipulative verbs that can be used to activate 'creative thinking are: transform, translate, transmute, transpose, magnify, mini minify, multiply, divide, concretize, abstract, distort, disguise, animate, fragment, dissect, rearrange, adapt, modify, combine, unify, integrate, manipulate, restate, repeat, reverse, substitute, and eliminate. | | | As it is entirely a divergent thinking strategy, convergent thinking must be provided at later point within each stage. | | | Brainstorming is a technique for finding alternatives, which can be used at all stages in the creative problem solving process. |
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http://kycreative.mis.net/creativity.htm
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| | Hyponoetics - Essay: Propaedeutic of a Metaphysics of Thought |
| | A higher level of thinking is the abstract thinking of the scientist or simply abstract thinking, inasmuch as it is directed towards a generic that is rooted in the empirical. | | | The characteristics of abstract thinking are the ability of induction and deduction, of drawing conclusions, of consistent thinking, etc. Logical thinking is part of abstract thinking (formal logic) but also of empirical thinking or moral thinking (practical logic). | | | This kind of abstract thinking, however, is not the same as that applied in philosophy, although formally, the object of thought is generic in both fields of study. |
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http://www.hyponoesis.org/html/essays/e001e.html
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| | Theology Today - Vol 28, No. 4 - January 1972 - CRITICSCORNER - Abstract Politics and Concrete Mortality |
| | Abstract thinking is a kind of thinking undertaken by insecure men who cannot bear the inevitable insecurity caused by life's complexity, ambiguity, and uncertainty. | | | Dostoevski, I think, went to the heart of the matter in "Crime and Punishment" when Porphyry says to Raskolnikov, "Abstract and therefore cruel." In human affairs abstract thinking is cruel because it excludes human beings; and for that reason, public policies based on abstract thinking always end up manipulating, exploiting, and even killing people. | | | Abstract thinking is generally accompanied by an over-weaning desire for power, for both offer solace to the insecure. |
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http://theologytoday.ptsem.edu/jan1972/v28-4-criticscorner2.htm
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| | abstract thinking importance: theessayssite.com- the only official essays, research papers, term papers site |
| | On theessayssite.com there are hundreds of free essay abstracts written by your fellow college students on abstract thinking importance. | | | All of the essay abstracts on abstract thinking importance can be instantly downloaded from theessayssite.com. | | | theessayssite.com only lists free essay abstracts about abstract thinking importance that are of the best writing quality and acceptable for college writing classes. |
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http://theessayssite.com/term-papers/31/abstract-thinking-importance.html
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| | Children's Ministry Magazine |
| | Educational psychologist Healy points to the example of a 3-year-old who dances around the room and says, "I feel like a sunbeam today." That abstract simile can lead to metaphorical thinking-"I am a sunbeam"-which is another level of abstract thinking. | | | Because abstract thinking, we know now for sure, develops gradually over the life span. | | | Thinking develops in stages, but these stages may not occur in the neat age categories as some developmental charts have suggested. |
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http://www.cmmag.com/articles/detail.asp?ID=1160
(8648 words)
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| | IERG |
| | “Theoretic thinking” is the development of this new world of abstract ideas and the growing ability to think in terms of these abstractions, and then connect the results of abstract thinking back to the concrete world. | | | It’s hard work, and most people don’t do much of it unless supported by a community, such as a school or college or university or reading and study groups consciously dedicated to developing abstract thinking. | | | Theoretic thinking is accompanied by, or caused by, the development of a perspective on the world that begins with the general. |
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http://www.ierg.net/Seminars/cog_theor.html
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| | Paul Nervy Notes |
| | Abstract, general ideas of "cat" exist only in the minds of those who think them, and not anywhere else, and thus they are fictions. | | | A criticism of the "thinking as creativity" view is that when a musician creates a new piece of music, those who hold this view would say that he is thinking. | | | Even abstract concepts like "freedom" are based on an image in your mind of a slave in chains and your desire not to become a slave. |
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http://www.paulnervy.com/pnn212.html
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| | narrative vs abstract thinking-Relation of abstract to analytical thought-Role of abstract & narrative thought |
| | Analytic, abstract thinking is ideal for reporting the regular, the expected, the normal, the ordinary, the unsurprising, the mundane, the things we often take so much for granted that we are hardly conscious that we know them at all. | | | narrative vs abstract thinking-Relation of abstract to analytical thought-Role of abstract & narrative thought | | | Abstract analysis is easier to understand when seen through the lens of a well-chosen story and can of course be used to make explicit the implications of a story. |
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http://www.stevedenning.com/abstract_thinking.html
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| | Visual Metaphors, Visual Communication and the Organization of Cognitive Space |
| | Does this mean that societies that use visual thinking are not also in command of logic and abstract analysis? | | | For this reason, it is necessary to distinguish between modern industrial cultures that are based on the linear thinking of the alphabetic writing system and the non-linear and visual thinking of cultures that use iconographic and ideographic writing systems. | | | They also differ in that linear industrial nations exist in a world that is predominantly rational and concerned with abstract logic and abstract theoretical models of reality. |
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http://www.louisville.edu/~rnstcl01/R-Visual-Lit.html
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| | Help Your Child Think Big! |
| | One day, he spotted a butterfly and excitedly said, "Bird!" Victor had used abstract thinking to develop a theory that things with wings, or maybe things that fly and are bigger than bugs, are birds. | | | You can help your child build abstract thinking skills throughout the day by talking about, and helping her reflect on, her experiences. | | | The development of abstract thinking goes hand in hand with your child's developing math skills. |
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http://grolieronline.net/earlylearner/age3/learning/abstractthinking.htm
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| | LEMMA Aesthetics: Marx 1844 Web - EPM Nb 3 pg 13 (2c) |
| | We shall explain both the abstract form of this process and it difference between this process as it is in Hegel in contrast to modern criticism, in contrast to the same process in Feuerbach's Wesen des Christenthums, or rather the critical form of this in Hegel still uncritical process. | | | Nature is external to it--its self-loss; and it apprehends nature also in an external fashion, as abstract thought, but as alienated abstract thinking. | | | nature, as it is for this abstract thinking. |
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http://home.freeuk.net/lemmaesthetics/epmht_44.htm
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| | John Dewey: How We Think: Chapter 10: Concrete and Abstract Thinking |
| | When thinking is used as a means to some end, good, or value beyond itself, it is concrete; when it is employed simply as a means to more thinking, it is abstract. | | | (138) are abstract, not only because they cannot be understood without a long apprenticeship in the science (which is equally true of technical matters in the arts), but also because the whole content of their meaning has been framed for the sole purpose of facilitating further knowledge, inquiry, and speculation. | | | The abstract thinker (the man of pure science as he is sometimes called) deliberately abstracts from application in life; that is, he leaves practical uses out of account. |
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http://spartan.ac.brocku.ca/~lward/Dewey/Dewey_1910a/Dewey_1910_j.html
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| | Thinking |
| | thinking, Thought, Thought - Aids/pitfalls to thinking, Thought - Basic process, Thought - Reference, Abstract thinking, Critical thinking, Creative thinking, Lateral thinking, Memory-prediction framework, Memory, Picture thinking | | | Site Map - a quick overview of the extensive content on this website |
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http://www.experiencefestival.com/thinking
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| | Read This: Drawbridge Up |
| | The dilemma is that all attempts of emphasis on abstract thinking may fail if the teachers are not capable of teaching in that spirit, and all curricula that cuts back on abstract thinking is doomed to produce only drilled number-crunchers, not creative thinkers and problem solvers, who would be able to understand and admire mathematics. | | | He claims that it "seems a pedagogical idée fixe that children are incapable of abstract thinking." Teachers are "forced to operate at the end of a bureaucratic tether that describes quite brutal curricula and scholastic goals... | | | The German poet and essayist Hans Magnus Enzensberger was an invited speaker at the 1998 International Congress of Mathematicians in Berlin. |
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http://www.maa.org/reviews/drawbridge.html
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| | AI-00345.TXT?rev=1.7 |
| | Limited interface types that are specifically for use in defining task or protected types may also be defined (see 9.1 and 9.4).} Modify 3.9.4(3): An interface type (also called an "interface") {defined by an interface_type_definition} is a specific abstract tagged type [that is defined by an interface_type_definition]. | | | The class-wide type (see 3.4.1) rooted at an abstract type is not itself an abstract type. | | | That applies to all interface types, as well as all types explicitly declared "abstract." > Abstract type does not seem to currently be heavily used in the RM, and > in any case we would now not be changing the meaning of the technical > term. |
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http://www.ada-auth.org/cgi-bin/cvsweb.cgi/AIs/AI-00345.TXT?rev=1.7
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| | Asian Philosophy and Critical Thinking: Divergence or Convergence? |
| | Since the philosophy of a culture is but an abstract and theoretical expression and justification of the culture's decision to choose one set of priorities over another, Asian philosophy and critical thinking are neither necessarily divergent nor necessarily convergent. | | | Besides, to argue that critical thinking is actually a good thing to have is difficult, because it may run counter to the deeply entrenched belief that critical thinking is just a label for the confrontational and disputatious mode of life which the culture finds unpalatable. | | | Perhaps in India the tradition of logical and critical thinking was limited to the élite educated class in such a way that the general population knew nothing of it, and this could be one explanation, though very sketchy and tentative, as to why modern scientific thinking did not develop in India. |
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http://pioneer.netserv.chula.ac.th/~hsoraj/web/APPEND.html
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| | index |
| | Reasoning, inference or argument, a cognitive operation (mental process) of abstract (logical) thinking (thought, cerebration, intellection, mentation) involving knowledge; abstract thinking; the process of thought | | | Types : analysis or analytic thinking, argumentation or logical argument, conjecture, deduction, inference, prediction, ratiocination, regress or reasoning backward, synthesis or synthetic thinking; ontological reasoning, logical reasoning, mathematical reasoning, scientific reasoning, dialectical reasoning, rhetorical reasoning, and practical reasoning; animal, human, and machine reasoning | | | Concepts : generality, source, foundation, element, cause, standard, action or operation |
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http://www.eis.com.cy/
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| | Abstract and Concrete Thinking |
| | In abstract thinking on the other hand, there is every chance of making a mistake because the concepts with which we think are composite affairs built up of an arbitrary lot of individual experiences books, conversations, past observations and so on. | | | This, naturally, is very much more difficult than abstract thinking. | | | Concrete thinking, on the other hand, thinks the object while the object is present. |
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http://www.lanka.net/bcc/nachap7.html
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| | Ralph Dumain: "The Autodidact Project": Essay: "Wisdom and Abstract Thought" |
| | Whatever is behind these propensities, it does not reduce down to logical thinking or even abstract thinking. | | | How good their thinking is in those areas or even in areas in which they have some background is another question, or pair of questions. | | | From an historical standpoint, there is the development of thinking from symbolism, analogical reasoning, myth and religion to "philosophy" as we know it, and from various mixtures of what we call objective knowledge and superstition to science as we know it. |
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http://www.autodidactproject.org/my/wisdom.html
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| | Platonism in Metaphysics |
| | That is, platonists think we have to believe in abstract objects, because (a) there are good reasons for thinking that we have to admit the existence of things like numbers and universals, and (b) the only tenable view of these things is that they are abstract objects. | | | Because abstract objects are wholly non-spatiotemporal, it follows that they are also entirely non-physical (they do not exist in the physical world and aren't made of physical stuff) and non-mental (they aren't minds and aren't ideas in minds, or brains, or disembodied souls, or Gods, or anything else along these lines). | | | Platonism is the view that there exist such things as abstract objects — where an abstract object is an object that is wholly non-spatial and non-temporal (i.e., that doesn't exist in space or time) and, hence, is entirely non-physical and non-mental. |
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http://plato.stanford.edu/entries/platonism
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| | Jbuilder Project person.jpr |
| | I model person as an abstract class called APerson with an abstract method for responding to the gender inquiry. | | | The key to this design is the representation of the abstract notion of a person as an abstract class with an appropriate abstract behavior. | | | That's another reason why I would characterize the first design as NOOP, and the thought process that goes into this design as NOOT (non object-oriented thinking). |
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http://www.owlnet.rice.edu/~comp212/99-fall/handouts/week1/person
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| | Hyponoetics - Glossary - [T] |
| | It is the most general and abstract form of thinking. | | | IV): "Cognition of the general in abstracto is speculative cognition; cognition of the general in concreto is common cognition. | | | Generally, logical thinking is sound, rational thinking, according to valid logical rules, such as valid conclusions, deductions, etc. More specifically, it is thinking based on the rules and laws of thought posited by formal and philosophical logic. |
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http://www.hyponoesis.org/html/glossary/t.html
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| | Honors Theses 1999-2000 |
| | Abstract: In the context of an ambiguous history, the importance of divergent and convergent thinking as they relate to the elusive nature of creativity are examined. | | | A positive correlation was found between divergent and convergent thinking, suggesting either they are both elements of general cognitive ability or some other factor confounded the difference between them. | | | It was suggested that people who perform better on a convergent thinking task than they do on a divergent thinking task will gravitate towards certain career specialties, while people who perform better on the divergent thinking task will lean towards others. |
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http://www.psych.ku.edu/honors/HonorsTheses1999.htm
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| | Phenomenon of Science: Chap. 8 |
| | Language is the core of culture; it insures its uniformity, its "nervous system." We have in mind here not language as an abstract system possessing particular grammatical characteristics and used for expressing thoughts, but rather language as a living reality, as the social norm of linguistic activity. | | | What irritates us in primitive thinking is not the assumption of the existence of spirits but rather that this assumption, coming together with certain assumptions about the traits and habits of the spirits, explains nothing at all and often simply contradicts experience. | | | We use below material from the writings of L. Levy-Bruhl, Primitive Thinking.[1] This book combines material from Levy-Bruhl's La mentalité primitive and Les fonctions mentales dans les sociétés inférieures). |
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http://pespmc1.vub.ac.be/POS/Turchap8.html
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| | Talk:Solved board games - Wikipedia, the free encyclopedia |
| | I wasn't thinking so much about board games which aren't abstract games, as abstract games which aren't board games (I don't think I've ever seen a Nim board, for example). | | | Board games are only a small subset of abstract games, so this article is more about the latter than the former. | | | While there are a few exception (for instance Scrabble) virtually all board games which are solved or coming close to be solved are abstract. |
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http://en.wikipedia.org/wiki/Talk:Solved_board_games
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| | 20th WCP: Representationalism and Antirepresentationalism - Kant, Davidson and Rorty |
| | Both, substantialist and antisubstantialist thinking are for Kant hypostasis of the structures of thinking and as such, with Rorty's vocabulary, "representationalisms". | | | If it is possible to find crucial overlapping areas of both thinking, then there arises a dilemma: either Kant himself is a "Rortyan", postepistemological thinker, and this would be a surprizing new idea about Kantian philosophy or Rorty succeeds not completely to overcome the structures of Kantian-epistemological thinking. | | | The notions representationalism and antirepresentationalism are introduced and used in contemporary philosophical discussions by Richard Rorty, to describe his and the neopragmatists attitude towards traditional problems of epistemology and "to make safe the world" for a "postepistemological" thinking. |
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http://www.bu.edu/wcp/Papers/TKno/TKnoBoro.htm
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| | BELL2a |
| | Critical thinking has many functions, such as (a) evaluating the arguments of others, (b) evaluating and gaining confidence in one's own arguments, (c) resolving conflicts, and (d) understanding and coming to a resolution in complex problems. | | | Critical thinkers are able to discern the thought patterns and beliefs in the works of others, and to reflect upon their own beliefs, decisions, and actions." (From the Abstract) | | | Frequently, critical thinking and problem solving are used synonymously, but when I use the term problem solving, I am referring to a specific sequential model that involves moving successfully from an initial state to a goal state. |
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http://academic.pg.cc.md.us/~wpeirce/MCCCTR/bell2.html
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| | Overview |
| | The critical thinking focused teacher says: We are more likely to accomplish even the most basic of tasks by careful attention to these attributes of critical thinking; we are more likely to engage our students in meaningful work, in learning that has long-term impact rather than energy absorbing pseudo-learning. | | | Critical thinking proponents, based on my limited knowledge of their work, move away from "local knowledge" and toward a "theory" of thinking. | | | You are to be commended for your judicious selection of quotes because the critical theorists I've attempted to read present their work in the most abstract, obtuse jargon imaginable. |
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http://www.wvu.edu/~lawfac/jelkins/critproj/overview.html
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