This article does the researching of the idea behind the aspect of teaching classroom topics that are considered being controversial as well as highly debatable. The main points of Elbow are the thinking process behind the “critical thinking”. He is addressing two different processes. Elbow writes about the main distinction amongst what he is explaining as the two processes of thinking in respect of the opinion of another individual. He has titled them as ‘The Doubting Game’ as well as ‘The Believing Game’ (Elbow, 2006).
The Doubting Game is considered being the way majority of individuals have been taught for thinking in a critical manner. Mostly, this is considered being analytical, which follows reason as well as logic to any proposal that is presented to an individual. When an individual does the hearing or reading of a certain thing that has been widely taught for finding significant amount of facts relating to that information, he/she then does the deciphering of individual viewpoint as well as thoughts depending upon evidence (Elbow, 2006).
Believing is the capability for taking the views of another person and try believing them. This states the aspect of providing value to every idea, nevertheless proceeding with prudence. An explanation has also been provided that this will be having more value since, the believing tool can be used for scrutinizing not in respect of the mistakes but for finding virtues that are hidden within ideas that are considered being repellent. (Lund, 2017).
In respect of the worthiness of college education, both pros and cons regarding the same can be cited (Harkness, 2017). The pro-argument in this respect is that the college graduates are making more money. This aspect can be elucidated by stating the fact that in 2016, the average income in respect of individuals 25 years old and older having a high school diploma was $35,615, whereas, the income in respect of those having a bachelor’s degree was $65,482, and $92,525 in respect of those having advanced degrees. On the other hand, the con-argument in this respect stated that the student loan-debt is crippling in respect of the college graduates. According to a report, in June 2016, almost 42 million Americans owed $1.3 trillion in student debt. Moreover, to be late regarding the payment of loan often results in reduced credit score as well as extra fees doing the escalation of the problem regarding debt and potentially endangering the chances of employment in the future (Foley, 2014).
Another pro-argument that can be stated is that more and more jobs are having the requirement of college degrees. According to a report from June 2016, 99% of the job growth within 2010 and 2016 was taken by the staffs having associate’s degrees, graduate degrees or bachelor’s degrees. Depending upon the economy as well as job projections in the future, approximately 63% of jobs will be requiring certain college degree or education (Harkness, 2017). On the other hand, the con-argument that can be cited in this regard is that the student loan debt often compels the college graduates in living with their parents as well as delaying marriages, financial independence as well as other adult landmarks.
Elbow, P. (2006). The believing game and how to make conflicting opinions more fruitful. Nurturing the Peacemakers in Our Students: A Guide to Teaching Peace, Empathy, and Understanding, 16-25.
Foley, E. (2014). Reflective Believing: Reimaging Theological Reflection in an Age of Diversity. Reflective Practice: Formation and Supervision in Ministry, 1.
Harkness, S. S., & Noblitt, B. (2017). Playing the believing game: Enhancing productive discourse and mathematical understanding. The Journal of Mathematical Behavior, 45, 63-77.
Lund, A. (2017). Is Seeing Believing?: A Study in Virtual Realities, Immersion and Game Design.
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