Implementing the “hierarchical diagnosis and treatment” system highlights the important role of general practitioners as “residents’ health gatekeepers.” Still, the low level of career growth always limits the realization of their service value. Inertial thinking uses a single factor to explain the complexity of career growth in previous studies; in fact, it isn’t easy to assess whether the factor is a sufficient and necessary condition for a high level of career growth. Herein, we have used a set theory perspective to (...) analyze the mechanism of influencing high-level career growth by combining psychological and organizational factors. This research aims to analyze causal complexity relationship between these conditions and results is analyzed in detail. We choose fuzzy-set qualitative comparative analysis with a sample of 407 GPs to test 5 antecedent conditional variables that can affect their career growth. The variables include professional identity, self-efficacy, achievement motivation, training mechanism, and incentive mechanism. To ensure the universality and diversity of data, the samples were selected from community medical institutions in different regions of China. The results show that three pathways can affect the high career growth of GPs, and the optimal pathway A2 is the linkage matching of high incentive mechanism, high professional identity, high achievement motivation, and high self-efficacy. At the same time, we find that professional identity plays an alternative role in the three pathways. When professional identity is at a high level, as long as achievement motivation and self-efficacy are superior, or achievement motivation, self-efficacy, and achievement motivation are superior, a high level of career growth can be achieved. We broke the shackles of previous studies that only focused on the impact of single factors on the career growth of GPs. From the perspective of set theory, we use configurational thinking to construct Influential pathways of high career growth of GPs by integrating antecedents. The results can provide effective support for improving GPs’ service ability and realizing their service value to protect residents’ health. (shrink)

This chapter contains sections titled: The Nature of Critical Thinking Critical Thinking: Skills/Abilities and Dispositions Critical Thinking and the Problem of Generalizability The Relationship Between Critical Thinking and Creative Thinking “Critical Thinking” and Other Terms Referring to Thinking Critical Thinking and Education Critiques of Critical Thinking Conclusion.

Unlike most texts in critical thinking, _Reason in the Balance_ focuses broadly on the practice of critical inquiry, the process of carefully examining an issue in order to come to a reasoned judgment. Although analysis and critique of individual arguments have an important role to play, this text goes beyond that dimension to emphasize the various aspects that go into the practice of inquiry, including identifying issues and relevant contexts, understanding competing cases, and making a comparative judgment._ Distinctive Features of (...) the Text:_ Emphasis on applying critical thinking to complex issues with competing arguments Inclusion of chapters on inquiry in specific contexts Attention to the dialogical aspects of inquiry, including sample dialogues Emphasis on the spirit of inquiry _The Second Edition Features:_ Updated examples and items of current interest New dialogues on vaccination, prostitution, and climate change New material on biases in reasoning, including emotional, psychological, social, and cognitive _The _Reason in the Balance_ Website includes:_ An Appendix on Logic Exercises Quizzes. (shrink)

There has been considerable recent debate regarding the possible epistemic benefits versus the potential risks of adversariality in argumentation. Nonetheless, this debate has rarely found its way into work on critical thinking theory and instruction. This paper focuses on the implications of the adversariality debate for teaching critical thinking. Is there a way to incorporate the benefits of adversarial argumentation while mitigating the problems? Our response is an approach based on dialectical inquiry which focuses on a confrontation of opposing views (...) within a collaborative framework. (shrink)

High vocation education is an important foundation for China to cultivate high teaching quality and technical and skilled talents. In the new era, the acceleration of the development of modern vocational education is put in a more prominent position. It is proposed that we should adhere to moral education, closely combine this with the needs of technological change and industrial upgrading, constantly improve the quality of high vocational education teaching, and cultivate more technical and skilled talents with both political integrity (...) and ability for modernization construction. Under the background of social informatization, using artificial intelligent technology to solve these problems can play an important role for improving the teaching quality of high vocational education. This paper proposed a data mining approach in promoting student satisfaction with the teaching quality of high vocational education. We design a questionnaire for Students’ satisfaction with the teaching quality of basic entrepreneurship curriculum. We take the survey data of vocation education as an example and use mining technology analysis software to understand the current status of the teaching quality of basic entrepreneurship curriculum. The results determine the main factors affecting Students’ satisfaction with teaching quality. The results of this paper can be used in student management, education strategy, student education satisfaction, and teaching quality in high vocation college education, and to improve the teaching quality of fundamentals of entrepreneurship curriculum in high vocation education. (shrink)

Most current conceptions of critical thinking conceive of critical thinking in terms of abilities and dispositions. In this paper I describe a common type of problem students experience with critical thinking and argue that conceptualizations in terms of abilities and dispositions do not provide a way to understand this problem. I argue, further, that a useful way to think about the problem is in terms of epistemological understanding, and that this way of thinking about the issue can provide both pedagogical (...) and conceptual grounding to efforts to foster critical thinking. (shrink)

We often consider semantic-pragmatic properties of language independently of each other. In actual texts, however, the properties frequently interact. For this reason a robust theory should allow us to account not only for semantic-pragmatic properties in isolation, but also for the ways in which they are combined. This is especially important for the understanding of literary texts because the exploitation of semantic-pragmatic properties is characteristic of literary language. This article argues that it is possible to account systematically for the occurrence (...) of metaphorical \literal poetic ambiguity in terms of the interaction of such properties. Using the notion of conceptual domains and subdomains, the article proposes two necessary conditions and shows how the interaction of these conditions allows for a simple account of metaphorical/literal ambiguity. The article concludes by suggesting that examining the ways in which basic semantic-pragmatic principles of language are used in literature to create poetic effects offers us another path in understanding the poetic, one which neither equates poetic effects with a distinct poetic language, as do many formalists, nor reduces the exploration of the poetic to the properties of everyday language, as cognitivists often have. (shrink)

This paper examines what constitute the virtues of argumentation or critical thinking and how these virtues might be developed. We argue first that the notion of virtue is more appropriate for characterizing this aspect than the notion of dispositions commonly employed by critical thinking theorists and, further, that it is more illuminating to speak of the virtues of inquiry rather than of argumentation. Our central argument is that learning to think critically is a matter of learning to participate knowledgeably and (...) competently in the practice of inquiry in its various forms and contexts. Acquiring the virtues of inquiry arises through getting on the inside of the practice and coming to appreciate the goods inherent in the practice. (shrink)

After outlining arguments for the general epistemological presumption in favour of taking into consideration alternative perspectives from other cultures, the article details several examples in which such an examination yields epistemic benefits and challenges. First, our example of alternative conceptions of art demonstrates that a western conception of art as disinterested contemplation cannot be accepted as a general characterization in that it does not adequately characterize the practice of many traditional societies. Second, the case of aboriginal justice reveals assumptions embedded (...) in the North American criminal justice system regarding justice as fairness, and suggests an alternative based on restorative justice. The third example is from Traditional Chinese medicine. While alternative herbal remedies can be tested according to shared standards of health improvement, practices such as acupuncture are more epistemologically challenging in that they cannot readily be explained by current scientific theories. The final example deals with the failed attempts to replace the traditional Balinese agricultural methods with modern farming practices, and shows how the traditional methods yielded practical insights which were ignored by western experts because of their spiritual origins. Finally, the article attempts to extract some general considerations from the above examination. (shrink)

We argue that the central goal of critical thinking is the making of reasoned judgments. Arriving at reasoned judgments in most cases is a dialectical process involving the comparative weighing of a variety of contending positions and arguments. Recognizing this dialectical dimension means that critical thinking pedagogy should focus on the kind of comparative evaluation which we make in actual contexts of disagreement and debate.

Rorty claims argument is inherently conservative and philosophical progress comes from "sparkling new ideas," not argument. This assumes an untenable opposition between the generation and the evaluation of ideas, with argument relegated to evaluation. New ideas that contribute to progress arise from critical reflection on problems posed by the tradition, and constrained by the criteria governing evaluation. Thinking directed toward the criticism and evaluation of ideas or products is not algorithmic; it has a generative, creative component. An overall assessment in (...) any complex circumstance requires constructing a new view from the questioning, weighing, rejecting, reconciling, and integrating of numerous divergent points of view. Thus, the process of argumentation can issue in new ideas. (shrink)

We argue that psychological research can enhance the identification of reasoning errors and the development of an appropriate pedagogy to instruct people in how to avoid these errors. In this paper we identify some of the findings of psychologists that help explain some common fallacies, give examples of fallacies identified in the research that have not been typically identified in philosophy, and explore ways in which this research can enhance critical thinking instruction.

This paper explores the issue of the epistemological significance of taking into consideration alternative perspectives, particularly those from other cultures. We have a moral duty to respect the beliefs and practices of other cultures, but do we have an epistemological duty to take these beliefs and practices into consideration in our own deliberations? Are views that are held without exposure to alternatives from other cultures less credible than those that have undergone such exposure?

In this paper we describe the approach to critical thinking pedagogy used in our new text, Reason in the Balance: An Inquiry Approach to Critical Thinking. In this text we concentrate on develop-ing students’ ability to analyze and assess competing arguments in a dialectical context. This approach shifts the emphasis from the more common and traditional approach of evaluating individual arguments and fallacy identification. Our focus is on teaching students to analyze and assess competing arguments sur-rounding an issue with the (...) goal of achieving a reasoned and justifiable judgment. (shrink)

The dialectical approach to teaching critical thinking is centred on a comparative evaluation of contending arguments, so that generally the strength of an argument for a position can only be assessed in the context of this dialectic. The identification of fallacies, though important, plays only a preliminary role in the evaluation to individual arguments. Our approach to fallacy identification and analysis sees fallacies as argument patterns whose persuasive power is disproportionate to their probative value.

本书收录了伦理学基础理论研究方面的诸多成果,对道德是什么,道德的评价标准是什么,道德的原则以及价值理性与科技理性的关系等基本问题进行了许多研究.

Wen ji" fen wei "Wo de xue shu chuang xin zhi lu (dai zi xu)" he "Ming dai zhu ming zhe xue jia Wang Tingxiang yan jiu"(di 1-2 juan), "Zhongguo zhe xue Fan Chou shi yan jiu" (di 3-4 juan), "Zhongguo shi xue yu Dong Ya shi xue yan jiu", "Zhongguo guan li zhe xue yan jiu" (di 5-6 juan), "Zhonguo zhe xue ji qi xian dai quan shi lun ji" (di 10-12 juan) wu da ban kuai.

Portion of Tattvacintāmaṇi dealing with syllogism (avayava); includes commentaries and supercommentary.

Basic work, with 15th century commentary, of the neo-Nyaya school in Indic philosophy; portion dealing with analogy (upamāna).

Writings and discourses on spiritual life and Hindu philosophy; translated into Gujarati.

“How do I figure out what to believe?” In the face of competing views, conflicting claims, distrust of expertise, and disdain for facts, this question is both understandable and pertinent. The perennial educational task of helping people to evaluate claims and compare arguments in order to engage in reasoned discourse and make reasoned judgments takes on particular urgency in the contemporary context. An obvious venue for such an endeavor is a course in critical thinking, but the way critical thinking is (...) usually taught, with its focus on individual arguments, does not get us to that goal. The approach which we have developed focuses, instead, on inquiry, which has as its goal to provide students with the tools necessary for engaging in reasoned discourse and making reasoned judgments in real contexts. We describe this approach, argue for its advantages, and describe what a course would look like following an inquiry approach. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2015 Heft: 204 Seiten: 101-119.

Portion of Pratyakṣakhaṇḍa of Tattvacintāmaṇi, compendium of Navya Nyāya philosophy by Gaṅgeśa, 13th century with Dīpikā commentary.

Critical edition of the portion of Tattvacintāmaṇi of Gaṅgésa, 13th cent., basic work on Hindu logic and epistemology of the neo-Nyaya school in Hindu philosophy.

Transgender women are an important subgroup of the transgender umbrella and have their own unique gender identity. This article aimed to understand and measure the latent concept of gender identity among Chinese transgender women from a multi-dimensional perspective. Through a two-phase, iterative scale development process, we developed the Gender Identity Scale for Transgender Women in Chinese. Literature reviews, expert consultations, and focus groups constitute phrase 1 of the study, which resulted in the first version of GIS-TW with 30 items. In (...) phrase 2, exploratory factor analysis on a sample of 244 Chinese transgender women revealed a six-factor solution across the 22 items. The Bem Sex Role Inventory was included to test for convergent validity, and the Rosenberg Self-Esteem Scale was used to test discriminant validity. Then we conducted the confirmatory factor analysis with an independent sample of 420 Chinese transgender women, which produced the final version of GIS-TW with 21 items. The internal consistency and test-retest stability of each factor was good. In conclusion, the GIS-TW is a reliable and valid psychometric tool for the assessment of Chinese transgender women’s gender identity. Future application of the scale will help transgender women obtain better gender confirmative interventions. (shrink)