Monday, June 24, 2019

Tuesday, June 18, 2019

One hundred and five days in the project #CriticalThinking in 365 concepts

We are now addressing the second policy issue area—energy—in our applied critical thinking quest. This first week we started with a duality, or even multiplicity, of interpretations possible of the term energy itself. As we can see we are taking full advantage of our understanding that specialization of our knowledge quest may often lead to allowing some questions to escape unanswered and possibly fall through our fingers. Otherwise how else can  we justify that blinded (by the Sun), Panda Bear, parenthood, or Water Cycle in nature and Hybrid between Access and Control all have a strong logical connection to energy? Of course they do—if we are ready to see it and analyze each such connection (and many more of them) fully. 

A week full of surprises, as well as thinking and connecting homework that was not even expressly specified. By now we all recognize nonetheless how important answering our questions is and how many more questions form in our mind after we've answered the ones we list here. 

It goes without saying that the example included herein can also be used with addressing energy. Similarly, some issues we addressed with treating education would just naturally transfer over to how we handle analysis here with the energy systems as well. 

98 bis. Bonus example to education—bitcoin, blockchain, and e-commerce law and cyber security too, can all be addressed quite well with our framework of analysis.

99. Energy

100. Hybrid process—Hybrid Access Control

101. Flows and Stores

102. Blinded (by the Sun)

103. Panda Bear

104. Parenthood 

105. Photosynthesis

This week we really stretched our demands on our minds and hearts and souls alike. The connections made and left to be made are simply so so many. All too many to list learning objectives here after all. Good applied thinking to be useful and used in any situation is the standing learning objective! That may require self-defining the operational learning objectives by the reader! But we figured this out by now. 

Adrian S. Petrescu, Ph.D., J.D.

Monday, June 10, 2019

Ninety-eight days in the project #CriticalThinking in 365 concepts

I hope y'all saw what we've done here together. 


Knowledge seeking is only good—read successful as it leads to discovery—if it gets applied. 

Put on other words, as they say, _the best practice is a good theory_. If we discovered one. And if we use it. For good. 

The last few concepts intentionally set us up for applying what we've seen before. I didn't ask the final questions and obviously I haven't given any answers either. That is obviously up to you. Hint. Part of the answers may come from a pretty well known case in American business jurisprudence. 

I was having a conversation the other day with a fresh graduate of a really good graduate school of business—at University of Michigan. To my surprise and disappointment he had never read Dodge v Ford Motor Company, 204 Mich. 459, 170 N.W. 668. Here:

To my enchantment he was speaking and planning his future impact of the world as if he was quoting Ford's own defense in that same case—the part on which Ford lost back then. 

Maybe we learned to change things since. Did we? 

That's homework at the end of this week, fourteen, and at the end of our education system analysis case study. I'd be willing to comment on any submissions to me in answer to the above question and to any self-designed questions you may come up with as a result of applying our techniques from weeks 1-12 to the case at hand of weeks 13 and 14. Answers are always free for the asking. 

The week in review:

92. Hybrid actor—Hybrid Learner Teacher (HLT)

93. Hybrid actor—Hybrid Asset Proprietor (HAP)

94. Expertise-Burden

95. Break

96. Serendipity 

96 bis. Bonus on serendipity and constructal law finder, or founder

97. Hybrid actor—Hybrid Knowledge Adopter-Seeker (HKA-S)

98. Lifelong embrace

Note the subtle differences between 92. and 97. It's a matter of role and dynamics too. They go hand in hand, of course, but they are clearly distinct. 

Shall we self congratulate for having addressed in a thorough way the issues of education in the world? Of course. Steady does it. 100 concepts (with the two bonuses.) Here. Founder of America's public education would be proud!

On to next issue area next week. Stay tuned. 

Adrian S. Petrescu, Ph.D., J.D.

Monday, June 3, 2019

Ninety-one days in the project #CriticalThinking in 365 concepts

We are now addressing the first policy issue area—education—as a case study to see how to use in practice the framework we are building. We completed the first of two weeks looking at this most important of all case study. 

Suffice it to say: your heart skips a beat a second—>you go to the heart doctor and trust her with her advise. You don't listen to some TV or twitter pundit telling you that your heart is fine and all you need to do is to trust the President or his opponents, and all will be fine. Or do you?;)

Let's recapitulate the seven concepts for the week:

85. Education 

86. Escape

87. Systemic Environment 

88. Autoregression 

89. Experience 

90. Stereotype 

91. Specialization—Fragmentation

As a reminder we said we'll spend two weeks on addressing education, and we have a standing homework to bombard the education system with concepts for analysis in a similar way with my addressing accountability earlier on as an example of applying the framework. 

We can already see a partial system map for education, can we not? What does it tell us?

Adrian S. Petrescu, Ph.D., J.D.