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충남외고1 기말 / 공통영어 외부지문 충남외고1 기말 / 공통영어 외부지문
충남외고1 기말 / 공통영어 외부지문
충남외고1 기말 / 공통영어 외부지문
Education and Critical Thinking - 2-2, 3, 4
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Education and Critical Thinking - 2-2, 3, 4
According to the Curriculum, pupils are expected to 'show their understanding' by being able to relate between events and changes in the different periods and areas studied, and by comparing the structure of societies and economic, cultural and political developments. They evaluate and use sources of information, using their historical knowledge to analyse the past and explain how it can be represented and interpreted in different ways. When you consider the range of case studies on offer, and the thinking implied in learning about multiple interpretations of the past, it seems that modern Britain has grown enough to realize that manipulating education for ideological reasons may be counterproductive—our fast-changing postmodern world leaves the inflexible patterns of totalist thinking exposed as maladaptive. So were Pink Floyd wrong, or were they unlucky in their childhoods? 3. The ideals of education are very different from the profit motives of the media: education aims to increase our freedom. Not just the illusory freedom to choose a wider range of cars, but the freedom to ask those questions the advertiser doesn't want asked: about public transport alternatives, the long-term health of drivers, the effects on the environment. 4. We should have the choice to think, or not to think, and that means providing not just the information we need to make that choice, but also the skills we need to think it through. It is those skills which are most effective against influence techniques, from the mildest advert to the most vicious and coercive thought control: and it is those skills for which we should look to education.
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1 According to the Curriculum, pupils are expected to 'show their understanding' by being able to relate between events and changes in the different periods and areas studied, and by comparing the structure of societies and economic, cultural and political developments. 2 They evaluate and use sources of information, using their historical knowledge to analyse the past and explain how it can be represented and interpreted in different ways. 3 When you consider the range of case studies on offer, and the thinking implied in learning about multiple interpretations of the past, it seems that modern Britain has grown enough to realize that manipulating education for ideological reasons may be counterproductive—our fast-changing postmodern world leaves the inflexible patterns of totalist thinking exposed as maladaptive. 4 So were Pink Floyd wrong, or were they unlucky in their childhoods? 5 3. 6 The ideals of education are very different from the profit motives of the media: education aims to increase our freedom. 7 Not just the illusory freedom to choose a wider range of cars, but the freedom to ask those questions the advertiser doesn't want asked: about public transport alternatives, the long-term health of drivers, the effects on the environment. 8 4. 9 We should have the choice to think, or not to think, and that means providing not just the information we need to make that choice, but also the skills we need to think it through. 10 It is those skills which are most effective against influence techniques, from the mildest advert to the most vicious and coercive thought control: and it is those skills for which we should look to education.