1. Faculty Development Seminar Faculty Development Seminar Critical Thinking, Paradigms and Classroom Teaching Dr. Jane Schmidt-Wilk Dr. Fred Travis

2. Wholeness Critical thinking involves understanding the logic of arguments using analysis and synthesis. Critical thinking occurs in the context of paradigms, which are structured by shared experience. The experience of Transcendental Consciousness is required to change the current materialistic paradigm to a consciousness-based paradigm.

3. Session Overview Structure of an argument (Dr. Jane Schmidt-Wilk) Structure of an argument (Dr. Jane Schmidt-Wilk) Critical thinking as analysis and synthesis (Dr. Fred Travis) Critical thinking as analysis and synthesis (Dr. Fred Travis) The relationship between paradigms and critical thinking (Dr. Fred Travis) The relationship between paradigms and critical thinking (Dr. Fred Travis)

4. Structure of an Argument Issues Conclusions Reasons

5. Structure of an Argument: Synonyms Issue – Question Conclusion – Claim, position, viewpoint, opinion, stand Reason – Evidence, premise, support, justification, substance

6. Structure of an Argument: Issues Issues – Factual or descriptive issues Is there a connection between the starry world (Jyotish) and brain areas? – Values or “prescriptive issues” Are Maharishi Sthapatya Veda homes worth the cost? – Policy issues Should the medical arts include the model of Veda and Vedic literature in Human Physiology?

7. Structure of an Argument: Conclusions and Reasons Conclusions Reasons

8. Qualities of a Critical Thinker Intellectual humility Discerning, open-minded, seeks good evidence

9. Main Point An argument has three parts: the issue, the conclusion and the reasons. Critical thinkers evaluate the reasoning of the argument, form conclusions, and make decisions. Knowledge is for action, achievement and fulfillment.

10. Critical Thinking as analysis and synthesis Critical thinking = analysis and synthesis versus repeating the speaker’s points. Critical thinking = analysis and synthesis versus repeating the speaker’s points.

11. Bloom’s Taxonomy Knowledge (Repeat back—surface value of learning) Comprehension Application Analysis Synthesis Evaluation (Deepest level of learning that connects the knower and known.)

12. How can this assignment engage critical thinking in the student? Old assignment: What are 5 examples of pseudoscience? Old assignment: What are 5 examples of pseudoscience? New assignment: Find a claim on the internet. Explain why this claim may be based in science or pseudoscience. New assignment: Find a claim on the internet. Explain why this claim may be based in science or pseudoscience.

13. How can this assignment engage critical thinking in the student? Old assignment: What are the EEG patterns seen during TM practice? Old assignment: What are the EEG patterns seen during TM practice? New assignment: Search the internet. Find a statement about brain patterns during TM practice. Respond to the statement using the information we discussed today. New assignment: Search the internet. Find a statement about brain patterns during TM practice. Respond to the statement using the information we discussed today.

14. How can this assignment engage critical thinking in the student? Old assignment: Describe the functioning of five parts of the brain. Old assignment: Describe the functioning of five parts of the brain. New assignment: Create five characters that exemplify the functioning of five parts of the brain. Draw a picture that shows how they interact. New assignment: Create five characters that exemplify the functioning of five parts of the brain. Draw a picture that shows how they interact.

15. How can this assignment engage critical thinking in the student? Old assignment: How does the brain mature over the first 20 years of life? Old assignment: How does the brain mature over the first 20 years of life? New assignment: Why can you say that children are not just small adults? New assignment: Why can you say that children are not just small adults?

16. How can this assignment engage critical thinking in the student? Old assignment: Describe brain patterns in subjects reporting the experience of Cosmic Consciousness. Old assignment: Describe brain patterns in subjects reporting the experience of Cosmic Consciousness. New assignment: What is the earliest age someone can live Cosmic Consciousness? Why? New assignment: What is the earliest age someone can live Cosmic Consciousness? Why?

17. Main Point The most superficial aspect of learning is repeating back the lecture. Deeper aspects of learning involve analysis and synthesis--the keys of critical thinking. Deeper aspects of learning enliven deeper aspects of the knower.

18. What is a Paradigm? Thomas Kuhn, The Structure of Scientific Revolutions Thomas Kuhn, The Structure of Scientific Revolutions

19. Paradigms Paradigms are the foundation for conducting science and critical thinking. Paradigms are the foundation for conducting science and critical thinking. – Body of accepted theory – Successful applications – Model experiments.

20. A clash with a student may reflect a clash of paradigms. Define principles of the paradigm underlying this video clip. http://www.monsanto.com/americ anfarmer/default.asp?WT.svl=2 http://www.monsanto.com/americ anfarmer/default.asp?WT.svl=2 http://www.monsanto.com/americ anfarmer/default.asp?WT.svl=2 http://www.monsanto.com/americ anfarmer/default.asp?WT.svl=2

21. And the principles underlying this one… http://www.youtube.com/watc h?v=9rG3SBQYOms http://www.youtube.com/watc h?v=9rG3SBQYOms

22. How Might People Within These Two Paradigms Understand These Statements? US farmers will feed the world. Farming is a major industry in the US. Farmers care for the land. They consider land as a precious resource to be preserved and sent on to the next generation.

23. Importance of Evidence in Bridging Conflicting Paradigms We may accept an unsupported “fact” if it fits into our paradigm. We may accept an unsupported “fact” if it fits into our paradigm. – What is the evidence for Jyotish and yagya? – What is the evidence for Sthapatya Veda? – What is the evidence for Veda and Vedic Literature in Human Physiology? – Does TM practice result in a unique brain state? – What is the evidence for Yogic Flying?

24. Paradigms are Structured by Shared Experience To accept and use the field paradigms of Maharishi Vedic Science, the knower needs to know his/her universal nature.

25. Main Point The process of critical thinking occurs within specific paradigms that determine the meaning and priorities of models, research questions, and evidence used. Maharishi Vedic Science is a new paradigm that locates within the simplest form of human awareness, pure consciousness, the administering intelligence of each individual and all of Nature.

26. Session Overview Structure of an argument Structure of an argument Critical thinking as analysis and synthesis Critical thinking as analysis and synthesis The relationship between paradigms and critical thinking The relationship between paradigms and critical thinking

27. How can you apply this knowledge of critical thinking in the next course you teach? Think for one minute Turn to neighbor and explain one way/one thing you can do in teaching your next course to apply what you've learned today about critical thinking.

28. 1.The critical thinker understands the structure of an argument, recognizes the issues under discussion and examines the reasons given to support conclusions. 2.The critical thinker uses the processes of analysis and synthesis to systematically create deeper, more holistic connections between the knower and known. 3. Transcendental Consciousness: is the field of pure wakefulness. 4. Impulses within the transcendental field: the discriminating quality within the field of pure wakefulness creates transformations within the transcendental field. 4. Wholeness moving within itself: In Unity consciousness, the transformation of consciousness into its object-referral quality and back to its self-referral nature displays the dynamism and silence that constitute the nature of Wholeness, Brahm. Unity Chart: Critical Thinking and CBE