© E. G. Rozycki 2004
Generative Schemata
Globalization
International
Multicultural
?
?
From Question to Thought to Answer
© E. G. Rozycki 2004
A common error: Encounter or Diagnosis? Is it a cow?
• Has horns• Moos• Has hoofs• Larger than a dog• Brown, black or white• Eats grass, etc.
• Leather is used for shoes• Largest industry in
Montana• Treated as sacred in India• Produces vast amounts of
methane gas
© E. G. Rozycki 2004
A common error: Encounter or Diagnosis? Is it a slogan?
Separate out the pre- from the post-identifiers:
a. Is ambiguous.
b. Tends to enhance consensus.
c. Sounds warm & fuzzy; has a nice ring to it.
d. Obscures conflicts among values in a group.
e. Used in ritualized or celebratory contexts.
© E. G. Rozycki 2004
Analysis: Domain Concepts
• Contrastive Examples– Validity vs. reliability– Difference vs. significance– Intrinsic vs. extrinsic– Ethical vs. prudential– Cause vs. correlation– T-test vs. Chi-square– Fallacy vs. falsehood
• Complementary Examples– Median and mean– Variance and deviation– Value and disposition– Mission and function– Cause and effect– Justification and explanation– Variable and system
Professional, rather than just casual, knowledge.Not just a vocabulary list!
© E. G. Rozycki 2004
Contrastive Examples continued
– Validity vs. reliability– Difference vs. significance– Intrinsic vs. extrinsic– Ethical vs. prudential– Cause vs. correlation– T-test vs. Chi-square– Fallacy vs. falsehood
What do these contrast with?
ANOVA
Truth
Importance
Power
Legal
© E. G. Rozycki 2004
Complementary Examples continued
– Median and mean– Variance and
deviation– Value and disposition– Mission and function– Cause and effect– Justification and
explanation– Variable and system
Match with a complement:
Value
Rebuttal
Objective
Behavior
© E. G. Rozycki 2004
Example & Counterexample
Defn X A Meets Conditions of X
A Does Not Meet Conditions of X
Item A is an X
A is an Example of X
Def X is a Bad Definition
Item A is not an X
A is a CounterExample to XPerhaps Def X is a Bad Definition.
A is an Example of a Not-X
© E. G. Rozycki 2004
Analysis: Statement Evaluation Triangle
Content
RhetoricStructure
Example: Comment on the following statement: “Educators are obliged to serve society’s needs.”
© E. G. Rozycki 2004
Analysis: Content, Rhetoric, Structure
Content {ambiguity, truth, reference}
Rhetoric{affect, bias, uptake}
Structure { grammar, logic, rationale}
Example: Comment on the following statement: “Educators are obliged to serve society’s needs.”
© E. G. Rozycki 2004
Evaluating a Statement“Educators are obliged to serve society’s needs”
Content analysis:– “society” is ambiguous, a possible reification. Who is
referred to with the term, “society” What about “educators?”
– In what sense does “society” have “needs?” – What is the source of the obligation(s)?– Who specifically has what kind of obligation? To
whom?– Is this statement, under some interpretation, true?
IMPORTANT: Do not leave such questions unanswered.
© E. G. Rozycki 2004
Critical Questions
• Critical Questions ask about
– Possible alternatives not mentioned– Cause-effect relationships assumed– Presuppositions
Example: Don’t look for Jack in the library tonight; his frat’s throwing a party.
© E. G. Rozycki 2004
Criteria Questions
• Criteria Questions ask, in different ways, – What is the criteria for X, where X is under
discussion.– How can we tell if X is at hand, etc.
– Example: Intelligence is necessary to achieve a high GPA.
© E. G. Rozycki 2004
Structural Analysis
• “Educators are obliged to serve society’s needs.”• Structural Analysis:
– Rewrite as: Some people lack something that some educators are believed to be obligated to deal with.
– Is the lack of something necessarily a need? – Why are educators are obligated?– Are other people obligated, also?
• IMPORTANT: Do not leave such questions unanswered.
© E. G. Rozycki 2004
Rhetorical Analysis
• “Educators are obliged to serve society’s needs.”• Rhetorical Analysis:
– Interpret as: “You educators have got to do something about other people’s problems. It’s your responsibility”
–Says who? –Why is it my responsibility as an educator?–Are other people besides educators obligated, also?
IMPORTANT: Do not leave such questions unanswered.
© E. G. Rozycki 2004
Brainstorming Content
• 1. Focus on Domain Relevant Distinctions
2. Don’t initially evaluate; just generate.
triage three
medicine
separation
scarcity
deny treatmentgive treatment
rationality
fairness
Example: Comment on the concept of triage as it might be used in an educational context.
© E. G. Rozycki 2004
Conceptual Webs
Concept
Operationalization
Variable
Values
?
?
Make the best pairings:
© E. G. Rozycki 2004
Connecting Concepts
Concept Operationalization
VariableValues
Connect the pairs
© E. G. Rozycki 2004
WebbingExample: Comment on the concept of triage as it might be used in an educational context.
triage
three
medicine
separationscarcity
deny treatmentgive treatment
rationality
fairness
no use
no need
© E. G. Rozycki 2004
Combination and GenerationPair (combine) every concept with each of the rest.
triage
three
medicine
separation
scarcity
deny treatment
give treatment
rationality
fairness
no use
no need
triage
three
medicine
separation
scarcity
give treatment
rationality
fairness
no use
no need
triage
three
medicine
separation
scarcity
rationality
fairness
no use
no need
triage
three
medicine
separation
scarcity
rationality
no use
no need
…
From 11 words we can get 10+9+… = 55 pairs!Or 120 triplets!
…
…
© E. G. Rozycki 2004
Comparing Theories with ChartsExample: Contrast Lawrence Vesey’s Theory of Mission Changein Higher Education with Collins’ Theory of Curriculum Goals with examples from U. S. history.
CollinsVesey
Status Skills SocialControl
Discipline &Piety
Religion ClergyPreparation
Religion
Public Service Profession Profession
Research Post WWII“Hard Science”
Science,Profession
Common Culture
LiberalArts
© E. G. Rozycki 2004
Chart to Text
CollinsVesey
Status
Discipline &Piety
Religion
This is “webbing”
Status
Discipline &
PietyReligionYou might generate the follow statement:
The discipline and piety mission of early collegeswas to confer a special status, “True Believer,” on those who received the Baccalaureate degree.
© E. G. Rozycki 2004
Causation Examples
Formal Informal
CAUSEChangeAgent
Antecedent
Operationalization
IndependentVariable
© E. G. Rozycki 2004
Argument Examples
Formal Informal
ARGUMENTControversy
Warrant
Premise
Syllogism
© E. G. Rozycki 2004
Ethics Examples
Formal Informal
ETHICSReputation
Justification
Argument
Principles
© E. G. Rozycki 2004
Structure: Toulmin’s Model
A CLAIM PROPOSAL
EVIDENCE
PRINCIPLES
THEORIES
ASSUMPTIONS
or
is justified by
supported by
and
C
E
W
B (bases)
(warrants)
© E. G. Rozycki 2004
Example of Toulmin’s Model
All men are mortal.
Socrates is a man.
Socrates is mortal.C
E
W
B (bases)
(warrants)
(We have correctly classifiedSocrates as a man. …. Our beliefs about humanmortality are true.)
© E. G. Rozycki 2004
Anticipating Rebuttals
• Professional level claims anticipate objections and rebuttals.
• Denying warrants and bases generates rebuttals.
• Prepare your claims (answers) by anticipating potential rebuttals, discussing them and arguing that they are not likely.
© E. G. Rozycki 2004
Other Structures: Syllogisms
C
E
W Major Premise
Minor Premise
Conclusion
All men are mortal.
Socrates is a man.Therefore
Socrates is mortal.
example:
Know modus ponens: If A then B. A, therefore B.
Know modus tollens: If A then B. Not-B therefore not-A.
© E. G. Rozycki 2004
Chains of Thought
• If A is B and B is C, then A is C.• If A is B and B is not-C, then A is not-C
BUT NOT
• If A is B and C is B, then C is A.• If A is B, then not-A is not-B .
These are fallacies of thought!
© E. G. Rozycki 2004
Venns
A B
A
A
B
B
Let A = students in regular classesLet B = special studentsLet X = Johnny
1)
2)
3)
No special students areIn regular classes. Johnnyis a special student. …
Some special students areIn regular classes. Johnny ..
All …… are …?
X
X
1)
2)
X
3)