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Critical Thinking: Art Criticism as a Tool for Analysing and Evaluating Art,Instructional Practice and Social Justice Issues 
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下载免费PDF全文 Jeffrey Broome Adriane Pereira Tom Anderson 《The International Journal of Art & Design Education》2018,37(2):265-276
Recent educational initiatives have emphasised the importance of fostering critical thinking skills in today's students in order to provide strategies for becoming successful problem solvers throughout life. Other scholars advocate the use of critical thinking skills on the grounds that such tools can be used effectively when considering social justice issues. In this article we make the case that the teaching and learning strategies of analytic art criticism can serve as fundamental tools used not just for the study of art but can also centre critical thinking and analysis in all aspects of the art education curriculum. Our argument begins with a review of literature on the use of art criticism for critical thinking and meaning making. Then we describe our efforts to address critical thinking with our students by using the critical analysis model of art criticism and applying it to learning environments for forming reasoned judgments about teaching and learning, and also as springboard for examining social justice issues. We believe that promoting this form of affectively driven, intellectually guided critical thinking makes our students potentially more successful not just in their encounters with art and education, but also in their lives as human beings beyond school. 相似文献
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Literature review focuses on what theory and research primarily from political science and sociology of education have to
say about families and communities working for change in education. Questions: (1) Do low-income minority families have the
power to create positive and lasting change in school and/or district organization and policy? (2) Is such change possible
and can it serve as a foundation for state and national education policy change? The families and communities in question
are ‘the truly disadvantaged’ or ‘underclass’ in America’s urban centers. Largely black and Latino, the communities share
the characteristics of developing nations: low economic development, high infant mortality rates, short life spans, and low
levels of educational attainment. Social capital, collective action/social movement, and democracy theory are used. A typology
of the policymaking process as described in the research is described. Local successes are treated laying the groundwork for
answering the question about whether local successes can lead to state and federal reforms. Theories, typology, and stories
of success are put into the context of school organization because the way that schools are organized may dictate what kinds
of collective action are likely to succeed.
Adriane Williams (M.Ed., The George Washington University) is affiliated with Department of Educational Policy Studies, University
Of Wisconsin-Madison, Madison, WI. Adriane Williams is a Ph.D. candidate studying how school organization facilitates or impedes
the involvement of non-college graduate parents in educational decision making for their children. 相似文献
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The relationship between general knowledge (GK) and cognitive ability (IQ and abstract reasoning), learning approaches, and personality (‘big five’ traits and typical intellectual engagement) was investigated in a sample of 101 British undergraduates. As predicted, GK was positively correlated with cognitive ability (more so with IQ than with abstract reasoning), typical intellectual engagement, and openness to experience. A hierarchical regression showed that IQ was the strongest predictor of GK, explaining 26% of GK variance. However, openness (15%) added incremental validity to the variance explained. These results are discussed in relation to previous findings in the field of GK and the personality–intelligence interface. 相似文献
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This study examined the accuracy of self‐ and other‐estimated intelligence in relation to tested cognitive ability and gender. Three groups of raters were examined: 187 (102 male, 85 female; mean age 14.33 years, SD = .32) pupils of single‐sex comprehensive schools, 109 (55 mothers and 54 fathers) parents, and six teachers of the pupils. Pupils estimated their own overall IQ, while their parents and teachers estimated the pupils’ overall, mathematical, spatial, and verbal abilities. Self‐ and other‐estimates were compared to each other, and to the child’s psychometric test scores in verbal, quantitative, and figural/non‐verbal reasoning ability. Results suggested that participants were reasonably accurate at estimating pupils’ intelligence – teachers significantly more so than parents, and pupils significantly more so than fathers. Although both parents significantly overestimated their child’s IQ, this overestimation was more pronounced in fathers. 相似文献
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Students (n = 328) from US and UK universities completed four self‐report measures related to intellectual competence: typical intellectual engagement (TIE), openness to experience, self‐assessed intelligence (SAI), and learning approaches. Confirmatory data reduction was used to examine the structure of TIE and supported five major factors: reading and information seeking, intellectual avoidance, directed complex problem solving, abstract thinking, and intellectual pursuits as a primary focus. These factors were significantly and positively associated with deep learning, openness, and SAI, and negatively related to surface learning. Other correlates of TIE were more factor‐dependent. In general, correlations suggested that TIE is related to, but different from, the other intellectual competence constructs examined. Results are discussed in relation to the typical performance approach to intelligence and the importance of TIE with regards to the intrinsic motivation to learn. 相似文献
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Tomas Chamorro‐Premuzic Adriane Arteche Andrew J. Bremner Corina Greven Adrian Furnham 《教育心理学》2010,30(2):221-241
Three UK studies on the relationship between a purpose‐built instrument to assess the importance and development of 15 ‘soft skills’ are reported. Study 1 (N = 444) identified strong latent components underlying these soft skills, such that differences between‐skills were over‐shadowed by differences between‐students. Importance and improving ratings on these skills predicted academic performance and accounted for the effects of personality on academic performance. Study 2 replicated the structure of the soft skills inventory and associations with academic performance in a larger sample (N = 1309). Examination of mean differences across faculties (humanities, life sciences, hard sciences) revealed higher soft skills ratings in ‘softer’ courses. Study 3 (N = 87) incorporated an IQ measure, which was found to be negatively related to importance ratings on soft skills. Results highlight the cohesive structure of beliefs concerning various non‐academic skills and their significant links to educationally relevant individual differences. Theoretical, methodological and applied implications are considered. 相似文献
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Adriane Q. Cavallini David M. Erekson Rachel M. Steinberg Rachelle A. Clayson Dallin D. Albright 《Journal of College Student Psychotherapy》2018,32(2):110-128
Family history events have been shown to be reliable predictors of eating and body image concerns; however, little is known regarding how family history events compare in a clinical sample, or if these events differ by gender. The current study addresses this paucity, focusing on 3,129 university students seeking clinical services. Having a family member with an eating problem was the most consistent family history predictor across all severity levels. Men and women demonstrated different family history predictors, indicating possible separate pathways to eating or body image concerns based on gender. 相似文献
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