If people in Malaysia can be more critical in their analysis of events or politics.
I took a test and I put it down below on how important being critical in the academic writing. It has many good things that we as Malaysians especially the educated one ( well almost all Malaysians are educated right).
I have been guilty of this. We depend to much on anecdotes and usually even one anecdote and we already have our perception dictated by that anecdote. For example someone told you that this particular guy say A is bad, usually as we heard more supporting evidence from this one person we have formed our judgement on A.
Do u remember there's some kind of a psychology test, where they tried to set up so that a normal healthy person will accidentally meet 3 person( the experimenters) in a short time period. Then each of them will say " You look terrible, are you OK mate? You should meet a doctor"
When done 3 times, a healthy person will feel that he is actually not well, and feeling headaches, or flu-like symptoms or tired and really need to see a doctor.
So before we judge or decide on something please be critical and analyse fully. The example might not be too perfect but you get my ideas.
My quiz below with the correct answers on being critical.
*************************************************
Exercise 1. Understanding critical analysis
A perfect score, well done!
You have correctly identified a number of activities that will demonstrate your ability to think critically about information. You can now proceed to the next exercise.
Are the following activities 'critical analysis' in an academic context?
1. Accepting information without questioning it
No
2. Providing an informed opinion supported by reasons, evidence and/or examples
Yes
3. Identifying persuasive evidence or proof for claims in a particular context
Yes
4. Identifying opinion, bias and distortion in texts and representations of information, approaches or data
Yes
5. Evaluating the strength of evidence used to support a hypothesis
Yes
6. Organising and synthesising information so as to facilitate better or new understandings
Yes
7. Identifying unfounded claims or assumptions being made about a topic
Yes
8. Making generalisations which are not supported by evidence
No
9. Identifying strengths / weaknesses of methodology
Yes
10. Explaining the significance, consequences, or implications of particular information, approaches or data
Yes
11. Assessing whether an author's conclusions are justified by his/her reasons and evidence
Yes
12. Evaluating the validity of research results
Yes
I have been guilty of this. We depend to much on anecdotes and usually even one anecdote and we already have our perception dictated by that anecdote. For example someone told you that this particular guy say A is bad, usually as we heard more supporting evidence from this one person we have formed our judgement on A.
Do u remember there's some kind of a psychology test, where they tried to set up so that a normal healthy person will accidentally meet 3 person( the experimenters) in a short time period. Then each of them will say " You look terrible, are you OK mate? You should meet a doctor"
When done 3 times, a healthy person will feel that he is actually not well, and feeling headaches, or flu-like symptoms or tired and really need to see a doctor.
So before we judge or decide on something please be critical and analyse fully. The example might not be too perfect but you get my ideas.
My quiz below with the correct answers on being critical.
*************************************************
Exercise 1. Understanding critical analysis
A perfect score, well done!
You have correctly identified a number of activities that will demonstrate your ability to think critically about information. You can now proceed to the next exercise.
Are the following activities 'critical analysis' in an academic context?
1. Accepting information without questioning it
No
2. Providing an informed opinion supported by reasons, evidence and/or examples
Yes
3. Identifying persuasive evidence or proof for claims in a particular context
Yes
4. Identifying opinion, bias and distortion in texts and representations of information, approaches or data
Yes
5. Evaluating the strength of evidence used to support a hypothesis
Yes
6. Organising and synthesising information so as to facilitate better or new understandings
Yes
7. Identifying unfounded claims or assumptions being made about a topic
Yes
8. Making generalisations which are not supported by evidence
No
9. Identifying strengths / weaknesses of methodology
Yes
10. Explaining the significance, consequences, or implications of particular information, approaches or data
Yes
11. Assessing whether an author's conclusions are justified by his/her reasons and evidence
Yes
12. Evaluating the validity of research results
Yes
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