Embedded Files
CEFR B2 Council of Europe Vantage Cambridge ESOL FCE (First Certificate in English) IELTS 5.5-6.5 TOEFL iBT 87-109 TOEIC 785+ L4U11
▶ Cycle 1 Use present unreal conditional with unless, only if, and even if to talk about personal values and moral dilemmas
▶ Cycle 2 Practice language expressing wishes and regrets.
▶ Cycle 1 How honest are you?
⬜ 1 STARTING POINT What would you do?
⬜ 2 LISTENING 🔊 Finders keepers
⬜ 3 GRAMMAR Present unreal conditional with unless, only if, and even if
⬜ 4 VOCABULARY & SPEAKING It's a little unethical
⬜ 5 DISCUSSION Ethical dilemmas
⬜ 6 DISCUSSION Too good to be true
⬜ 7 WRITING Thesis statements
▶ Cycle 2 Taking stock
⬜ 1 STARTING POINT I wish ...
⬜ 2 GRAMMAR Wishes and regrets
⬜ 3 VOCABULARY & SPEAKING Personal values
⬜ 4 LISTENING & SPEAKING 🔊 Three important values
⬜ 5 SPEAKING Grant me a wish.
⬜ 6 READING Subway Superman
VOCABULARY
Adjectives
compassionate
discreet
generous
honest
indifferent
kind
resilient
respectful
selfish
sensitive
tender
tolerant
Describing ethics and attitudes
acceptable / unacceptable
agreeable / disagreeable
approving / disapproving
ethical / unethical
fair / unfair
honest / dishonest
legal / illegal
logical / illogical
rational / irrational
responsible / irresponsible
scrupulous / unscrupulous
trustworthy / untrustworthy
Nouns
compassion
discretion
generosity
honesty
indifference
kindness
resilience
respectfulness
selfishness
sensitivity
tenderness
tolerance
Additional vocabulary
convulsion
heroic
high-profile
onlooker
spectacular
Finders, keepers; losers, weepers
It means if you find a lost item, it’s yours to keep. If you lose an item, accept your loss.
Can you give an example of a time when you found something that someone lost and what you did about it?
VOCABULARY
pacing back and forth walking in one direction and then in the opposite direction over and over again, usually nervous or annoyed
muttering talking unclearly and quietly
good deed something selfless that a person does for someone else
train conductor the person who collects tickets on a train
Learning aim: develop skills in listening for details and making inferences (15-20 minutes)
Listen to Aaron and Leanne talking about finding something. Are these statements true or false, or does the person not say? Choose the correct answer.
1. Aaron’s son wanted to keep the wallet and spend the money.
2. Aaron’s son received a thank-you card as a reward.
3. The owner of the book probably didn’t care much about it.
4. Leanne will probably return the book.
⬜True ⬜False ⬜Doesn’t say
⬜True ⬜False ⬜Doesn’t say
⬜True ⬜False ⬜Doesn’t say
⬜True ⬜False ⬜Doesn’t say
1 STARTING POINT What would you do?
Learning aim: discuss moral dilemmas and see the lesson grammar (10-15 minutes)
Is it important to be honest all the time?
Can you think of times when it is OK not to be completely honest?
VOCABULARY
credentials the skills or experience someone has that make them suitable for a particular job
Look at the situations and people's responses. What would you do?
Pair work Now read these statistics. Do you find them surprising/ Why or why not?
Of the people surveyed . . .
62% would never fail to report damaging a parked car even if nobody were present.
48% think it is unacceptable to use false credentials on a job application.
18% wouldn’t keep money they found on the street.
58% would never illegally avoid paying the fare on public transportation.
25% think it’s never OK to exceed the speed limit while driving.
Source: British Election Study at the University of Essex, Economic and Social Research Council
3 GRAMMAR Present unreal conditional with unless, only if, and even if
Learning aim: practice using present unreal conditionals with unless, only if, and even if (20-25 minutes)
1. Sam would go if he were invited.
2. Sam wouldn't go unless he were invited.
3. Sam would go only if he were invited.
4. Sam wouldn't go even if he were invited.
Conjunctions
Imagine Sam gets an invitation. Which statement mean that Sam will go? 1 2 3
Which sentence means that Sam won't go? 4
Let's analyze each statement to determine which one indicates that Sam will go if he gets an invitation:
1. Sam would go if he were invited.
- This means that if Sam gets an invitation, he will go. (Sam will go if he is invited.)
2. Sam wouldn't go unless he were invited.
- This means that if Sam doesn't get an invitation, he won't go. However, if he does get an invitation, he might go.
3. Sam would go only if he were invited.
- This means that the only condition under which Sam will go is if he gets an invitation. (Sam will go if and only if he is invited.)
4. Sam wouldn't go even if he were invited.
- This means that regardless of whether Sam gets an invitation, he will not go. (Sam will not go even if he is invited.)
Conclusion
Statements 1 and 3 mean that Sam will go if he gets an invitation. However, statement 4 indicates that he will definitely not go, and statement 2 leaves it uncertain. So, the statements that clearly mean Sam will go if he gets an invitation are:
- Sam would go if he were invited.
- Sam would go only if he were invited.
▶ Unless clauses include exceptions that would change the speaker's decision.
I wouldn't try to return it unless it were a large amount.
I would keep it a secret unless my boss asked me directly about it.
▶ Only if clauses stress the condition for the result.
I would keep it a secret only if I liked my co-worker.
▶ Even if clauses are followed by unexpected results.
Even if I were really broke, I'd give the money to the police.
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Unless
Structure: Main clause + unless + condition.
Meaning: The main clause is true except if the condition happens.
Example: "He won't go unless he is invited."
Meaning: He will go only if he is invited.
Only if
Structure: Main clause + only if + condition.
Meaning: The main clause is true exclusively when the condition is met.
Example: "He will go only if he is invited."
Meaning: He will go if and only if he is invited.
Even if
Structure: Main clause + even if + condition.
Meaning: The main clause is true regardless of the condition.
Example: "He won't go even if he is invited."
Meaning: He will not go, regardless of whether he is invited or not.
Unless Clauses
Structure: Main clause + unless + condition.
Function: Indicates that the main clause is true except if the condition occurs.
"You won't succeed unless you work hard."
Meaning: You will succeed only if you work hard.
Only if Clauses
Structure: Main clause + only if + condition.
Function: Specifies that the main clause is true exclusively when the condition is met.
"You will succeed only if you work hard."
Meaning: Success is contingent on working hard; it's the sole condition.
Even if Clauses
Structure: Main clause + even if + condition.
Function: Indicates that the main clause is true regardless of whether the condition happens.
"You won't succeed even if you work hard."
Meaning: Success will not occur, no matter how hard you work.
Choose the words that are true for you. Then complete the sentences.
1. If a cashier undercharged me, I would / wouldn't tell him if /even if ...
If a cashier undercharged me, I would tell him even if it were a small difference.
2. I would / wouldn't borrow a lot of money from a friend only if / unless ...
3. I would / wouldn't return a gift I'd received to the store if / unless ...
4. I would / wouldn't "temporarily borrow" an unlocked bicycle on the street only if / even if ...
5. I would / wouldn't report my friend for skipping work only if / unless ...
These sentences demonstrate how "would" and "wouldn't" can be used with "unless," "only if," and "even if" to express conditional actions related to values, integrity, and honesty.
"I wouldn't lie unless I were in a situation where telling the truth would cause harm."
"I would donate to charity only if I were certain the organization used the funds with integrity."
"I would report a mistake on my bill even if it were in my favor, because honesty is important to me."
"He wouldn't take credit for someone else's work unless he were pressured by his boss."
"She would forgive someone for lying only if they showed genuine remorse and a commitment to honesty."
▶To ask a follow-up question after a yes/no question, a shortened conditional can be used, especially in spoken or informal English. The positive shortened conditional is if so, and the negative shortened conditional is if not.
Would you consider lying to a good friend to avoid hurting your friend’s feelings? If so, what kinds of things
would you lie about?
Are you sure your friends are loyal and trusting? If not, you shouldn’t tell them your secrets.
1 Match the yes/no questions on the left with the follow-up questions on the right.
1. Would you say anything if a colleague called you by the wrong name? C
2. If the man next to you on the bus fell asleep on your shoulder, would you wake him up?
3. Would you remain silent if you disagreed with your boss in a meeting?
4. Would you report it if you saw a friend steal a small item from a store?
5. If people you secretly disliked invited you to a party at their home, would you go?
6. If a cat always came to your house for food, would you keep it?
a. If not, what would you say?
b. If not, would you confront your friend?
c. If so, what would you say?✔
d. If not, would you try to find its owner?
e. If so, how would you wake him up?
f. If not, what excuse would you give?
2 Review the rules for the present unreal conditional with unless, only if, and even if. Choose the correct answer to complete each sentence.
1. I wouldn’t lie to a friend unless / only if it was in his or her best interests.
2. If you found money on the street, would you turn it in to the police? If so / If not, what would you do with it?
3. Would you report a shoplifter only if / even if the person looked poor? If so / If not, would you tell the store manager, or would you call the police?
4. He wouldn’t lose his temper only if / even if he were really angry.
5. Would you confront a friend who gossiped about you behind your back? If so / If not, what would you say?
6. I wouldn’t read anyone else’s mail even if / only if I were really curious.
7. Would you make a promise if you already knew you couldn’t keep it? If so / If not, what would you do later when you didn’t keep the promise?
8. I would criticize my friends unless / only if I knew a way to help them improve.
4 VOCABULARY & SPEAKING It's a little unethical.
Learning aim: learn and practice vocabulary to talk about ethics (15-20 minutes)
A These words describe people’s ethics and attitudes. Which prefixes give them the opposite meaning? Put the words in the correct columns.
acceptable agreeable✔ approving ethical fair honest
legal logical rational responsible scrupulous trustworthy
B Pair work Use the vocabulary words in part A to discuss these questions.
1. Would you ever make an international call from work to save money?
2. Would you ever play a practical joke on your friends?
3. Would you ever tell a friend with a terrible new haircut that you think it’s fantastic?
Check
dis-: agreeable, approving, honest
il-: legal, logical
ir-: rational, responsible
un-: acceptable, ethical, fair, scrupulous, trustworthy
Ethics and attitudes are two sides of the same coin when it comes to how people behave
▶ Values - These are the core beliefs that a person holds dear. They act as a guiding light for what's important in life. Examples include honesty, fairness, or compassion.
▶ Ethics - This is the framework that helps you decide what's right or wrong in a situation. It's about applying your values to real-world scenarios.
▶ Attitudes - These are your feelings and predispositions towards things or people. They're influenced by your values and experiences. For instance, if you value honesty, you might have a negative attitude towards deception.
People's ethics and attitudes are shaped by various factors
Upbringing and Culture - Family, friends, and societal norms all play a role.
Religion or Faith - Moral codes and religious teachings can have a strong influence.
Life Experiences - Personal experiences can shape how you view the world and what you value.
How ethics and attitudes influence behavior
Imagine you value fairness (ethical principle) and see a friend cheating on a test (situation). Your attitude towards cheating (negative) would likely lead you to take action (behavior), maybe by stopping your friend.
Ethics and attitudes are constantly evolving
Technological advancements pose new ethical dilemmas, like privacy concerns in the digital age.
Societies become more diverse, leading to discussions about cultural differences in values and attitudes.
The study of ethics and attitudes is important because it helps us
Understand our own moral compass.
Make sound decisions in complex situations.
Foster more tolerant and just societies.
5 DISCUSSION Ethical dilemmas
Learning aims: talk about ethical dilemmas and practice the lesson grammar (15-20 minutes)
B Group work Share your answers and give reasons for each. Then agree on the best course of action for each situation.
“Unless it were a special occasion for my aunt, I might leave a little early so I could get to the party before it ended.”
VOCABULARY
white lie a lie that is told so someone's feelings aren't hurt
shoplifting stealing an item from a store
chain store a store that has many locations
mom-and-pop business a small business that is run by a husband and wife or members of the same family
6 DISCUSSION Too good to be true
Learning aim: talk about reliable and unreliable business (15-20 minutes)
A Which of these situations seem reliable? Choose those that seem legitimate.
1. A website offers free international phone service.
2. A company sends you an email asking you to confirm your credit card details online.
3. Someone on the street asks you to sign a petition that requires your address and phone number.
4. A television ad offers a set of knives worth $300 for just $75.
B Pair work Discuss these or similar situations. Share your own experiences
or those of people you know.
“I once bought a kitchen appliance that I saw advertised on TV. The price was really good, and it worked well at first, but after a few weeks, it broke."
Expressing suspicion
That's a little hard to believe.
It sounds fishy to me.
It sounds to good to be true.
7 WRITING Thesis statements
Learning aim: write a thesis statement and a four-paragraph composition about a happy memory or regret. (40-50 minutes)
What is a thesis statement?
It's a sentence that states the main idea of a composition.
What is a topic sentence?
It's a sentence that states the main idea of a single paragraph
VOCABULARY
on the line at risk
don’t have much to do with (her) don’t see or talk to (her) very often
2. We learn a lot from the decisions we make. The thesis statement should be either the first or the last sentence in the first paragraph.
A topic sentence states the main idea of a single paragraph. A thesis statement introduces the topic of a composition. It is often located at the beginning or end of the first paragraph.
A Read the composition and choose the best thesis statement from the choices below. Then, write a T where you think the thesis statement should appear.
1. I’ve made some bad decisions.
2. We learn a lot from the decisions we make.
3. I have good and bad memories of old friendships.
When I’m faced with a decision that puts my ethics on the line, I think about what similar situations in the past have taught me. In my life, I’ve made both good and bad choices.
One of my good decisions resulted in a casual friend becoming a very close friend. A college classmate gave me a lottery ticket for my birthday. As she gave it to me, she joked that if I won, I should split the prize with her. I ended up winning $500. At the time, I was saving for a new tablet, and with the $500, I had enough money. I considered not telling my friend that I’d won. But I felt dishonest and disloyal, and I gave her half. I’ll always be glad I did, and I wouldn’t do it any differently today, even if I really needed all the money. Today, she is still one of my best friends.
One of my bad decisions ruined a friendship. A former classmate wanted a job with my company and asked me to recommend her. I knew she didn’t have very good work habits. I told her I would do it only if she promised to work hard. She was hired, but three months later, she was fired because my boss thought she was irresponsible and her work was unacceptable. I was fairly new at the company myself, and my company is still a little unsure about trusting my judgment now. I don’t have much to do with her these days.
I believe that good and bad decisions are a part of everyone’s personal development. Is it possible to learn from those experiences? I think it is because even the bad ones help to prepare you for the future.
B Write a four-paragraph composition about a happy memory or a regret. Follow these guidelines.
1st paragraph: Introduce your topic in the paragraph. Begin or end the paragraph with your thesis statement.
2nd paragraph: Write about a decision you would make again.
3rd paragraph: Write about a decision you would make differently.
4th paragraph: End with a strong conclusion.
Your thesis statement . . .
• should contain a single idea.
• should be neither too general nor
too specific.
• should unify all the paragraphs.
• can be improved as you write.
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A strong sense of value acts as a compass, guiding our behavior through the complexities of life. It's here that ethics, morals, and honesty come together. Ethics provide a framework for making choices that are fair and just, considering the impact on others. Morals, shaped by our values, translate these principles into specific guidelines for everyday situations. Finally, honesty serves as the foundation –– we must be truthful with ourselves and others to make ethical decisions and uphold our moral compass. In essence, a strong value system, interwoven with ethics, morals, and honesty, allows us to navigate the world with integrity and build trust.
1. Topic Sentence
A strong foundation in moral, ethical, and honest values guides our decision-making and fosters trust in our interactions with the world.
2. Thesis Statement
While material value plays a role in our lives, a truly fulfilling existence is built upon a core of moral principles, ethical conduct, and unwavering honesty.
3. Composition
Our values act as a compass, navigating us through the complexities of life. Moral principles, the bedrock of this compass, guide us towards what is right and just. They shape our understanding of fairness, compassion, and responsibility, influencing how we interact with others. Ethics, the practical application of these principles, translate them into actionable guidelines for everyday situations. For example, a strong moral compass might tell us that lying is wrong. Ethical considerations would then help us determine the best way to handle a situation where a white lie seems tempting.
However, the most crucial element of a strong value system is honesty. Without truthfulness towards ourselves and others, both morals and ethics become hollow. Honesty allows us to build trust, a vital foundation for meaningful relationships and a successful society. Imagine a world where everyone acted with honesty – contracts wouldn't require mountains of legalese, and promises would be universally kept. While this utopian ideal might be unattainable, striving for honesty in our daily lives brings us closer to that vision.
In conclusion, while material value has its place, a life guided by moral principles, ethical conduct, and unwavering honesty is far more fulfilling. This strong value system allows us to navigate the world with integrity, build trust, and create a more just and equitable society. By prioritizing these core values, we pave the way for a more meaningful and enriching life experience.
▶ WORKBOOK Part A
▶ Cycle 2 Taking stock
▶ WORKBOOK Part B
▶ Video Activities
▶ Graded quiz
▶ Cycle 2 Taking stock
⬜ 1 STARTING POINT I wish ...
⬜ 2 GRAMMAR Wishes and regrets
⬜ 3 VOCABULARY & SPEAKING Personal values
⬜ 4 LISTENING & SPEAKING 🔊 Three important values
⬜ 5 SPEAKING Grant me a wish.
⬜ 6 READING Subway Superman
VOCABULARY
biases prejudice, partiality, partisanship, favoritism, unfairness
To take stock is an idiom that means to carefully consider a situation or event in order to make a decision about what to do next. It's like pausing to assess everything that's happened and analyze your options.
Key points
Purpose It's about evaluation and planning. You're gathering information and reflecting on the current state of affairs.
Application You can take stock of anything - your finances, your career, a relationship, or even the aftermath of a major event.
Benefits Taking stock helps you make informed decisions. It allows you to see the bigger picture and identify areas that need attention.
After a big argument, a couple might decide to take stock of their relationship and see if they can work things out.
A business owner might take stock of their inventory before placing new orders.
After graduating from college, someone might take stock of their skills and interests to choose a career path.
To take stock to think carefully about a situation or event and form an opinion about it, so that you can decide what to do.
Taking stock emphasizes the careful consideration and evaluation of a situation.
Critical thinking highlights the importance of analyzing information objectively and avoiding biases.
Forming an opinion focuses on developing a conclusion based on your analysis.
Decision-making underscores the ultimate goal of using your thoughtful evaluation to choose a course of action.
So, all these terms describe different aspects of the same core concept: carefully examining a situation, forming an opinion, and then using that analysis to make a decision.
Critical Thinking
Have you ever said something - and then regretted that you didn’t think carefully before opening your mouth? What happened?
1 “Think before you speak!” Has anyone ever said that to you? It’s only human to react quickly and perhaps emotionally to things that happen. But without giving ourselves sufficient thinking time, we may see things in terms of black and white instead of considering various shades of gray or other colors. Also, it’s all too easy to ignore connections and consequences.
2 At one level, thinking is fairly simple. For instance, it might simply involve making a shopping list. However, there is a deeper and more complex level of thinking. This is often called “critical thinking,” and it has several characteristics. First, it requires that you rely on reason rather than emotions. This means you have to look objectively at all available evidence and decide if it is true, false, or perhaps partly true. Second, you have to be self-aware and recognize your biases and prejudices because these may cause you to think subjectively. A third characteristic is that you need to be open to new ideas and interpretations.
3 Critical thinking can help you in just about everything you do. One of the most important things it helps you do is solve problems. This has always been an asset in many traditional fields, such as education, research, business and management. But it's also useful to help people keep up with the new, fast-moving knowledge economy, which is driven by information and technology. Modern workers often have to analyze and integrate information from many different sources in order to solve problems.
4 We all sometimes speak before we think, and we all have blind spots. Nevertheless, while thinking critically, it will always happen automatically, it will certainly serve you well whatever you do in life.
A Read the article. Then write the number of each paragraph next to its main idea.
………. For many people, critical thinking is useful in the workplace.
………. It’s worth the effort to think critically.
………. We often don’t allow ourselves enough time to think.
………. Critical thinking has three important aspects.
B Read about these people. Which of the three characteristics of critical thinking did they need to apply? Explain your answers.
a = Check if the evidence is true.
b = Recognizing your prejudices.
c = Be open to new ideas
………. 1. Jane worked as a bank teller for ten years. She never considered doing anything else. When she was offered a promotion, she refused it.
………. 2. Bella received an email from someone she didn’t know. The email said she had won $1 million in the lottery. She immediately bought a new car.
………. 3. Ian thinks our new neighbors are loud, but I disagree. I think he’s just more sensitive to the noise because they play music and watch TV shows that aren’t in English.
C Group Work How good are you at critical thinking? How has it helped you?
While critical thinking is a valuable skill, it's not always easy to achieve. Our emotions can cloud our judgment, and our own biases can lead us to favor information that confirms our existing beliefs.
Managing Emotions - We can't simply switch off emotions. However, techniques like taking a deep breath or stepping away from a situation can give us a moment to cool down and approach the issue with a clearer head. Reflecting on our emotional reactions can also help us identify triggers and potential biases.
Identifying Biases - We all have biases – unconscious preferences or prejudices. Recognizing them is crucial. Consider the information you seek out – do you gravitate towards news sources that confirm your existing views? Exploring viewpoints that challenge your own can help broaden your perspective.
By acknowledging our emotions and biases, we can become more mindful thinkers. This allows us to weigh evidence objectively and consider alternative interpretations. In turn, this leads to more well-rounded decisions and a deeper understanding of the world around us.
Thinking Skills
Thinking Skills
Imagine a world without any red objects. Would the concept of "redness" still exist? Why or why not?
Beyond memorizing facts, what skills do you think are important for truly understanding the world around us?
Can you think of any situations where you might use both creativity and logic together to solve a problem?
Critical and analytical thinking are definitely foundational skills
Other important thinking skills
1. Creative Thinking
- The ability to think in new and original ways, generate innovative ideas, and see connections between seemingly unrelated concepts.
2. Logical Thinking
- The ability to reason systematically and methodically, often using formal systems like mathematics or logic.
3. Reflective Thinking
- The ability to think deeply and carefully about one's own thoughts and actions, often to gain insight and understanding.
4. Lateral Thinking
- The ability to solve problems through an indirect and creative approach, often by viewing the problem from a new and unusual angle.
5. Problem-Solving
- The ability to identify solutions to specific issues by analyzing the problem, generating potential solutions, and choosing the most effective one.
6. Decision-Making
- The ability to choose between different options or courses of action based on reasoning and judgment.
7. Strategic Thinking
- The ability to think about the long-term goals and plans, taking into account various factors and potential consequences.
8. Systems Thinking
- The ability to understand and analyze complex systems by considering the interactions and relationships between the system's components.
9. Metacognitive Thinking
- The ability to think about and regulate one's own thinking processes, including planning, monitoring, and evaluating one's understanding and performance.
10. Convergent Thinking
- The ability to bring together various pieces of information to find a single, well-established answer to a problem.
11. Divergent Thinking
- The ability to generate many different ideas or solutions to a problem, often emphasizing creativity and open-ended possibilities.
12. Abstract Thinking
- The ability to understand complex concepts that are not tied to concrete reality, such as theories, ideas, and beliefs.
Each of these thinking skills plays a crucial role in various aspects of life, from personal decision-making to professional problem-solving and innovation.
Lifelong learning isn't just about acquiring information, it's about honing your thinking skills. These skills are the foundation for navigating complex situations, making sound decisions, and achieving your goals.
Critical and analytical thinking are the cornerstones, but the toolbox goes further. Creative and lateral thinking allow you to approach problems from new angles. Reflective thinking fosters self-awareness and learning from experiences.
Problem-solving, decision-making, and strategic thinking equip you to tackle challenges and plan for the future. Systems thinking helps you understand complex interactions, while metacognition empowers you to manage your own learning process.
Convergent and divergent thinking provide a balance between finding the "right" answer and exploring possibilities. Finally, abstract thinking allows you to grasp complex concepts. By developing these twelve thinking skills, you'll be well-equipped to thrive in life and your professional endeavors.
The Embodiment of Properties
Understanding the Instantiation Principle
The instantiation principle, in essence, dictates that properties require embodiment. Imagine the concept of "blueness." Without something actually being blue, like a clear sky or a sapphire, "blueness" as a property wouldn't hold meaning. Think of properties like colors - they exist because there are things in the world that exemplify them. Another way to put it is that abstract properties can't exist on their own, they must be instantiated, or exemplified, by concrete objects. This principle sits at the heart of understanding how properties function in our world.
Which of these thinking skills are present in the instantiation principle?
Out of the listed skills, the instantiation principle primarily relies on:
Critical and Analytical Thinking: This is foundational because it involves examining the relationship between properties and objects. You need to analyze the concept of a property existing in the abstract and then critically evaluate if it makes sense without a concrete object to embody it.
The other skills are not directly involved in the instantiation principle, but they can be complementary in related fields:
Logical Thinking: This could be relevant when dealing with formal systems of logic or metaphysics that discuss the nature of properties and existence.
Abstract Thinking: Understanding properties inherently involves abstract concepts that are not tied to concrete reality.
The remaining skills (creative, reflective, etc.) are more focused on generating ideas or solving problems, which isn't the core function of the instantiation principle.
According to the passage, what is the key idea behind the instantiation principle?
The passage mentions the concept of "blueness" as an example. Can you think of another property that relies on an object to exist?
The text lists critical and analytical thinking as foundational for understanding the instantiation principle. Why do you think these skills are important in this context?
Bloom's Taxonomy
Bloom's Taxonomy
A Ladder to Deeper Learning
Bloom's Taxonomy is a tool that helps educators understand and design learning experiences that target different levels of thinking. It can be pictured as a ladder with steps representing increasing complexity. As students climb these steps, they move from simply remembering information to analyzing it, applying it, and ultimately creating new knowledge.
Higher order thinking skills (HOTS) and lower order thinking skills (LOTS) are two frameworks used to categorize thinking processes
Lower Order Thinking Skills (LOTS)
Focus: Recalling and applying information.
Keywords: Remembering, defining, identifying, listing, classifying.
Think of it as: Building the foundation. LOTS involve basic understanding and manipulation of information.
Example: Memorizing multiplication tables or identifying the main character in a story.
Higher Order Thinking Skills (HOTS)
Focus: Analyzing, evaluating, and creating new knowledge.
Keywords: Analyzing, interpreting, comparing, contrasting, evaluating, synthesizing, creating.
Think of it as: Building the structure. HOTS involve deeper processing and application of knowledge.
Example: Deciding which source is more credible for a research paper or inventing a solution to a complex problem.
Why are HOTS Important?
While LOTS are essential for building a knowledge base, HOTS are crucial for developing critical thinking, problem-solving, and innovation skills. They allow us to:
Go beyond memorization: HOTS encourage us to analyze information, draw connections, and form our own interpretations.
Solve complex problems: By critically evaluating situations and considering different perspectives, we can develop effective solutions.
Adapt to change: HOTS help us think creatively and adjust our approaches in new situations.
The Importance of Balance
Both LOTS and HOTS are important for well-rounded learning. LOTS provide the building blocks for higher-level thinking. Effective educators use strategies that encourage students to progress from memorization to analysis and application.
Bloom's Taxonomy
A popular framework for classifying thinking skills is Bloom's Taxonomy. It categorizes learning objectives from lower-order (remembering) to higher-order (creating) skills. This framework can help educators design activities that promote the development of both LOTS and HOTS.
Bloom's Taxonomy, traditionally revised in 2001, categorizes learning objectives into six cognitive levels, arranged from simplest to most complex. These levels represent increasing intellectual abilities.
Remembering This is the foundation. It involves recalling and recognizing facts, terms, basic concepts, and methods. Think of it as retrieving information from your memory. (e.g., identifying the parts of a plant cell, listing the amendments to the US Constitution)
Understanding Here, you go beyond memorization. You can explain ideas in your own words, paraphrase concepts, and interpret information. You're starting to grasp the meaning and significance. (e.g., explaining the water cycle in your own words, summarizing a historical event)
Applying Now you can put your understanding into action. You can use learned information to solve problems, complete tasks, and make predictions in new situations. (e.g., applying the Pythagorean theorem to find the missing side of a triangle, using grammar rules to write a persuasive essay)
Analyzing This level involves breaking things down into their parts. You can compare and contrast different ideas, identify cause-and-effect relationships, and recognize underlying patterns. You're starting to see the bigger picture. (e.g., analyzing the strengths and weaknesses of different political viewpoints, comparing the writing styles of two authors)
Evaluating Here, you make judgments based on criteria and standards. You can assess the value of ideas, arguments, or solutions, and weigh the pros and cons of different approaches. Critical thinking is crucial at this stage. (e.g., evaluating the credibility of a source, critiquing a piece of art)
Creating This is the highest level. You can generate new ideas, design solutions, and develop original products or processes. It involves creativity, innovation, and thinking outside the box. (e.g., inventing a new gadget, writing a song, developing a research proposal)
Bloom's Taxonomy is not a rigid sequence. Learners can move back and forth between levels as they deepen their understanding. Effective educators use a variety of teaching strategies to target different levels of the taxonomy, promoting well-rounded learning.
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