Home  |  Search  |  Events
 Conferencing | My Home Page | Library | ULearn


School of Business

 








University of Alberta


 

CRITICAL THINKING
Why do we (they) think and behave the way we (they) do?

Yonatan Reshef
School of Business
University of Alberta
Edmonton, Alberta

WHAT IS THE ISSUE/WHY IS IT A PROBLEM?

- Instructor never starts class on time

- Students are being petty

- Students behave like customers

THE KEY QUESTIONS THAT EMERGE FROM THE PROBLEM ARE:

- What is the context?

- What happened?

- Why did it happen?

- How can we avoid it in the future?

- Why do I care?

ACTIVELY SEEK INFORMATION MOST RELEVANT TO THE QUESTIONS

- Identify relevant sources of information

SOME IMPORTANT ASSUMPTIONS I AM USING IN MY THINKING ARE (PARADIGM):

- Students like to whine

- Students are mean

- Students are honest and fair

- Instructor is very busy

- Instructor must treat students with respect

- It is not about how material is delivered (the issue is punctuality and nothing more)

IF WE SOLVE/FAIL TO SOLVE THIS PROBLEM, SOME IMPORTANT IMPLICATIONS ARE (WHEN I HAVE TO CHOOSE BETWEEN DO/DON'T OPTIONS, I OFTEN ASK MYSELF, WHICH ERROR DO I PREFER TO MAKE?):

- I am likely to upset the students

- I am likely to upset the instructor

- I will develop a name as someone who ...

THE MOST IMPORTANT CONCEPTS, THEORIES, OR IDEAS I NEED TO USE IN MY THINKING ARE …

- Fairness

- Respect

- Quality

- Immature/Whining babies

- Waste of my time

MY POINT(S) OF VIEW IS/ARE AS FOLLOWS (MY BIASES ARE):

- Students are valuable customers

- Students will go away in 13 weeks (or less)

- I don't want to fight with the instructor

- The instructor is not behaving in a professional manner

AFTER GOING THROUGH THE ABOVE, THE BEST SOLUTION TO THE PROBLEM IS:

- Do nothing

- Reprimand the instructor

- Scold the students

- Talk with everyone and reach an acceptable solution

UNDERSTAND MY ACTIONS

- What are they?

- How did I reach them?

- Are there alternatives?

- Do they flow from the data?

- Am I being political, fair, practical, opportunistic?

 



All rights reserved �2000 University of Alberta
Contact Webmaster