Content Of Thinking Research Articles

A View of a Landscapeand Other Church Problems

AbstractThinking with Fred Moten's approach to aesthetics in the trilogy consent not to be a single being and Kevin Beasley's A view of a landscape: A cotton gin motor, 2012–18, this introduction reflects on the way the philosophical project of aesthetics is entangled in the relationships between the legal and the paralegal, law and lawlessness, sensibility and sensoriality, form and informality, nonsense and common sense, exclusion and invagination, objecthood and thingness, motion and stillness, as well as the previousness, prematurity, and postexpectancy of black generativity. Inspired by the issue's contributions’ option for incompleteness and canted temporality and by Moten's description of a “church problem” as the problem of the togetherness of things, it then approaches the issue's content thinking, practicing, or witnessing “undercommonsense” in the making, whereby the aesthetic can be understood not only as a processing site but also as a space of congregation.

Content Thinking as an Image of Internet Technologies 3.0, 4.0

In the article, the authors note that at present, especially in the field of education, the already existing processes of the development of new content thinking under the influence of Internet technologies are being actualized, as well as the need to develop reflection, starting from an early age of children and in artificial intelligence. The purpose of this article is an analytical study of the changes taking place in the thinking of consumers of Internet technologies. The authors note that in the current conditions of accelerating scientific and technological progress and the development of global information networks, qualitative changes are taking place in the mental activity of a modern person. The article examines topical issues related to the development of a new type of thinking – content thinking, conditioned by web technologies. The authors examined in detail the Internet technologies Web 3.0, Web 4.0 and their influence on the psychological content of the ontological foundations of human life on the basis of the methodological principles of the consistency of determinism and development. The authors identified the main characteristics of Web 3.0 and Web 4.0 content: semantic structure, cooperativity, clustering, ample opportunities for consumer self-expression, self-developing basic personal content, self-correcting system, effective and convenient information management, accessibility, simplicity and maximum convenience, development and use additional opportunities, human resource management in the current time mode, crystallization, the presence of the maximum possible consumer protection. The authors have shown the influence of Internet technology 3.0, 4.0 on the psychological content of the ontological foundations of human life, including new content thinking. The method of such thinking is synthetic deduction and the method of developing such thinking is the method of “synergetic deduction 3.0” developed by us.

Epistemic climate and epistemic change: Instruction designed to change students' beliefs and learning strategies and improve achievement.

The purpose of this study was to assess the effectiveness of an intervention designed to foster epistemic change over the course of 1 semester. The intervention was based on constructivist teaching practices that incorporated teacher modeling of critical thinking of content, evaluation of multiple approaches to solving problems, and making connections to prior knowledge. Sixty-three students across 2 classrooms (one intervention [n = 31], one control [n = 32]) participated and completed questionnaires 5 times over the semester. Questionnaires measured students' epistemic beliefs, learning strategies, and levels of motivation for their statistics class. Results revealed that for students in the intervention class, their epistemic beliefs shifted midway through the semester, whereas students in the control group maintained a consistent level of beliefs throughout the semester. Intervention students' self-reported use of critical thinking and elaboration strategies also significantly increased midway through the semester, as did their levels of self-efficacy for learning statistics. In contrast, students in the control group maintained a consistent level of strategy use and self-efficacy. Finally, students in the intervention group had a significantly higher final grade compared with those in the control group.

Eight principles of information architecture

Eight principles of information architecture