Levitt And Dubner's Think Like A Freak

Levitt and Dubner think from a different angle. In the book, they bring us, the audience to use a different set of expectations and muscles. Unlike the other two books that the authors created prior to writing this book, “Think like a Freak” demonstrates the attitude needed to take on the tricks and problems thrown at us in the world. Thinking like a Freak basically means thinking

To survive in such a multifaceted and diverse world we as people must possess the ability to think critically in highly complex situations. The world is an extremely challenging place, all of us are forced to adapt by constantly challenging existing principles and performing certain methods to ensure our growth both physically and mentally. Many claim that contemporary society needs a skill called critical thinking to adapt and survive. Critical thinking is a higher level of intellectual progression that makes use of diverse information, skills and attitudes in interpreting situations and confronting problems. Critical thinking is done

Freakonomics has a tone that is very casual and humorous, almost sarcastic in a way. Levitt and Dubner make the book interesting by making wild comparisons. Then, they justify these comparisons with hard evidence and it is quite amazing.

The moment one begins to read “Think Like A Freak,” he or she automatically begins to retrain his or her mind to think critically. Levitt and Dubner want one to realize that he or she teach his or her mind to analyze problems—both large and small—from a critical perspective. For example, consider the following scenario: Your team is playing in a FIFA World Cup Final, and a penalty shootout will determine the winner. You (the person reading this now) will take the final penalty kick. If you make, you will be FIFA World Cup Champion. Nevertheless, if you miss, you will forever be remembered as the “footballer would made their nation cry. Levitt and Dubner use this scenario to force one to recognize that in life, anything can be questioned—from

       Public schools have discovered the importance of critical thinking, many people are trying to teach children how to do it. The problem is that very few teachers know how to do. Robert Sternberg, an early advocate of critical thinking in teaching,

Critical thinking can be described as making well thought, clear, and reasoned judgments. Analyzing and evaluating conditions also fall into this category. More times than others, this involves us out ruling components of our problem. Peter Elbow discusses two individual processes of seeking truth in his essay and labels them as the “doubting game” and the “believing game”. In his essay, he explores the two ideas by clearly labeling the “doubting game” as a strategy seeking error, whereas the “believing game” involves believing all of the assertions.

Asking questions is a very important aspect of Levitt’s career, especially asking the questions no one wants to ask such as: “[W]hat sort of future might her [non aborted] child had?” (138), “how much do parents really matter?” (154), and “‘WHY VOTE?’” to change the audience’s thought processing on their surroundings. Even

Thinking carefully remains an incomplete project in a similar manner to a story that is looking for an ending even though the ending will never arrive. Critical questions offer a direction and stimulus that critical thinking adopts while moving individuals and the subject forward toward a continual and ongoing search of better answers, decisions, opinions and judgments. Questions are at the center of critical thinking that can be considered in three related perspectives. First, critical thinking relates to the awareness of the interrelated critical questions. Second, it relates to the ability in asking and answering critical questions ate the appropriate times.

Everybody loves to ask questions; they enhance our cognitive ability and can create better people in the long run. In the book, Wait, What? by James E. Ryan, the reader will learn the five essential questions, according to Ryan, that will give the reader the ability to ask and answer good questions. These five questions can be used in all sorts of topics and conditions, and will make the reader more fluid and comprehensive with the answer that will arrive after the question. The five questions that are discussed are: Wait, What?; I wonder…?; Couldn’t we at least…?; How can I help?; and What truly matters? Ryan discusses these questions in the book by how he applied them into his own life, and made a successful personal and professional life out of these five questions. While doing so, Ryan defines the true meanings of these questions, and how they should be properly used. Ryan also discusses how these questions can spur out other marvelous questions. In this book, Ryan strengthens the minds of readers to questions; a view of questions never before seen.

Over the course of the last six weeks, I have come to realize that critical thinking is an important asset as I continue my journey in life. I have found this course to be both challenging and rewarding. Most importantly, I find myself viewing problems and conversations in a completely different light. While I would not consider myself an expert at critical thinking, I would assess myself in as a Beginner Thinker. Paul and Elder point out in the beginning thinker stage an individual actively begins to take command of their thinking process across multiple facets of their life (Paul and Elder, 2012). Furthermore, we recognize that there are problems in the way we think and begin to consciously attempt to better understand we can improve our thinking.

Sharing her philosophy that “when kids develop critical thinking skills they are then able to apply what they learn to new situations and ideas” (Rachel) effectively stresses the importance of not simply memorizing facts, but understanding the concepts for constructing the foundation of future skills. Encouraging the growth of these skills and building practice opportunities into her daily routine so thoroughly, but naturally, she struggles with pinpointing specific examples, embedding it in numerous areas of literature, mathematics, science, and even social skills, allowing occasions for observation and discussion of subtle context clues. Equally important, rather than simply supplying her students with responses to their queries she asks leading and open ended questions, allowing them to discover the answer on their

In the book, “Asking the Right Questions: A Guide to Critical Thinking (Ninth Edition), by M. Neil Brown and Stuart M. Keeley”, the authors examine the benefits of critical thinking as it relates to the process of asking the right kinds of questions. What are the right kinds of questions? These authors maintain that critical thinking is a method used to improve the way we think by asking the questions that would enable you to reach a personal decision that would eventually give credit to both sides of the discussion. Critical thinking is in essence the analysis, synthesis and evaluation of one’s experience, as it relates to the worth of the discussion at hand. The authors define

As they answer these unconventional questions, it show the consideration, thoughtfulness, and research that Levitt and Dubner went through in order to give the proper answer. Yet not only do they give the answers but they give a thorough explanation as they navigate the readers through their entire thinking process, showing the passion and deliberation that they put into making this book. Consider the question that Levitt and Dubner asked in chapter five, which is more dangerous, a gun or a swimming pool? Most

There are proposed reasons for the emphasis that is currently on critical thinking. Many factors can be related to this emphasis. They include the societal factors of economic shifts

When defining the term “critical thinking” it can seem overwhelming and daunting, especially for young learners. In laments terms, you are teaching your student how to think for him or herself when it comes to problem solving. Instead of giving the student the answer, you give them the tools to discover the answer him/herself. Critical thinking is an important component of any classroom. No matter the age group, these skills stay with a child for the rest of his or her life. As a teacher, it is important to understand what critical thinking pertains to and how to structure part of your lesson plan around developing critical thinking skills.