Model 'Journalism' curriculum.01

"Storytelling -- visual, textual, and interactive -- is at the core of a 'journalism' curriculum. 

Also, it's important to include a broad understanding of the publishing and emerging social media models in the context of civic engagement.

"However, the resulting curriculum may not be a journalism 'major' as has been traditionally defined -- where we produce broadcasters, print journalists and the like. But we could allow our students much more self-direction in the major. This reflects how our audiences create and extract their own meaning from our content.

"Yes, business knowledge (including entrepreneurial skills and marketing) would be included in this mix. 

Another component might infuse 'engagement skills' such as 

• building communities, 
• generating conversations and action whether online, in print or in person. 

But, ultimately, our students would be in a better position to lead innovation in and outside the industry."

SOURCE: http://www.poynter.org/column.asp?id=31&aid=154559

ΒΕΒΑΙΟΤΗΤΕΣ: ΚΙΝΕΖΙΚΗ ΠΑΡΟΙΜΙΑ "1 ΕΙΚΟΝΑ = 1000 ΛΕΞΕΙΣ"

 

The two advertisements which gave rise to the popular phrase "One picture is worth ten thousand words" appeared in the advertising trade journal then called Printers' Ink (now known asMarketing/Communications).

• December 8, 1921 (pp. 96-97) "One Look is Worth A Thousand Words". This ad talks generally about the benefits about advertising with pictures on street cars.
  
  
  
  
  
• March 10, 1927 (pp. 114-115) "One Picture is Worth Ten Thousand Words". This ad uses the specific example of a baking soda ad campaign seemingly done by Barnard's firm. The basic message is the same as the earlier ad, though Barnard would have hoped it to be more compelling with his revised "Chinese proverb."
  
  
  

Various histories of the quotation exist in print. Despite early evidence to the contrary, its continued attribution as a Chinese proverb is still quite prevalent.

ΠΗΓΗ:  http://www2.cs.uregina.ca/~hepting/research/web/words/history.html 

ΠΙΝΑΚΑΣ ΕΛΕΓΧΟΥ ΜΗ ΠΟΙΟΤΙΚΗΣ ΣΚΕΨΗΣ

Μήπως ...

·               Συνειδητά ερευνάτε για στοιχεία που ενισχύουν κυρίαρχες θέσεις.

·               Δεν ανέχεστε διφορούμενες καταστάσεις;

·               Σπάνια αμφιβάλλετε για την ορθότητα των αρχικών επιλογών σας και δεν αναθεωρείτε τους στόχους σας;

·               Δεν θέλετε να εξετάζετε στοιχεία που θέτουν σε αμφισβήτηση τις προτεραιότητες σας;

·               Αποφεύγετε την αναζήτηση εναλλακτικών προσεγγίσεων;

·               Ικανοποιείστε με την πρώτη προσπάθεια;

·               Είσθε παρορμητικοί και εγκαταλείπετε την προσπάθεια πρόωρα;

·               Είσθε παρορμητικοί στην αναζήτηση σκοπών;

·               Επιλέγετε παρορμητικά πιθανότητες

·               Εκτιμάτε περισσότερο την ενορατικότητα σας από τον ορθό λόγο;

·               Αποφεύγετε την αυτοκριτική;

·               Αποζητάτε την βεβαιότητα;

Μήπως τελικά η σκέψη σας δεν είναι όσο ποιοτική πιστεύετε;

ΠΟΙΟΤΙΚΗ ΣΚΕΨΗ - ΤΙ ΕΙΝΑΙ

Γενικά Χαρακτηριστικά

Στην ποιοτική σκέψη το άτομο:
 

·               Δεν αποστρέφεται προβληματικές καταστάσεις.

·               Αντέχει σε καταστάσεις αβεβαιότητας.

·               Είναι αυτοκριτικό.

·               Αναζητεί εναλλακτικές προσεγγίσεις.

·               Εξετάζει τα στοιχεία και των δύο πλευρών.

·               Είναι στοχαστικό.

·               Είναι συστηματικό.

·               Εξαντλεί τις δυνατότητες.

·               Πιστεύει στην αξία και στις δυνατότητες του ορθού λόγου.

Σκοποί

·               Με στοχαστική συστηματικότητα αναζητεί σκοπούς

·               Αναθεωρεί σκοπούς όταν η ανάγκη το καλεί.

Δυνατότητες

·               Έχει ανοικτούς ορίζοντες προς τις πολλαπλές πιθανότητες.

·               Συνεξετάζει εναλλακτικές προσεγγίσεις.

·               Αναλύει συστηματικά τις πιθανότητες.

Αποδείξεις

·               Χρησιμοποιεί ενδείξεις και στοιχεία που θέτουν σε δοκιμασία τις προτιμήσεις του.

·               Συνειδητά ερευνά για ενδείξεις και στοιχεία που αμφισβητούν αρχικές θέσεις και επιλογές.

CRITICAL THINKING CHECKLIST EN

What does Critical Thinking Look Like?

 

·         Contextual sensitivity - being sensitive to stereotypes about people from a particular group and trying to accept others at face value unconditionally

·         Perspective thinking - trying to get into the other person's head, or walking in the other person's shoes so as to see the world the way that person sees and perceives the world.

·         Tolerance for ambiguity - ability to accept multiple interpretations of the same situation

·         Alert to premature ultimatums - invoking a powerful idea or concept which inspires such reverence that any further debate is forestalled. e.g. a politician invokes "democracy"

 

Pasted from <http://www.coping.org/write/percept/critical.htm>

 

What does the absence of thinking critically look like?

·         We blindly reproduce the damaging reactions we have learned

·         We blindly accept at face value all justifications given by organizations and political leaders

·         We blindly believe TV commercials

·         We blindly trust political commercials

·         We blindly accept and say that if the textbook says it it must be so

·         We blindly accept and say that if the organization does it it must be right

 

Pasted from <http://www.coping.org/write/percept/critical.htm>

 

ΙΣΤΟΡΙΑ #01

Three countrymen were pursuing a Wiltshire thief through Brentford.

The simplest of them seeing "The Wiltshire House," written under a sign, advised his companions to enter it, for there most probably they would find their countryman.

The second, who was wiser, laughed at this simplicity.

 But the third, who was wiser still, answered, "Let us go in, however, for he may think we should not suspect him of going amongst his own countrymen."

 They accordingly went in and searched the house, and by that means missed overtaking the thief, who was at that time but a little way before them; and who, as they all knew, but had never once reflected, could not read.

 The History of Tom Jones, a Foundling by Fielding, Henry