User talk:EttoreGreco

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Hello EttoreGreco, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon Button sig.png in the edit window makes it simple. To get started, you may

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 13:41, 20 April 2009 (UTC)
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Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Wavevolution etc.[edit source]

I've noticed that you've been working on a series of "articles" on what appear to be your own original ideas. Wikiversity is for educational resources, and your articles might be such, if placed within some educational structure. For example as a student study in the field of Cosmology or the like, a creative paper with your own ideas, something might be possible. But a number of aspects of the pages are puzzling to me. You have placed two templates at the beginning, SSS and

Escaping Criticism is an oil on canvas painting. Credit: Pere Borrell del Caso.{{free media}}

Criticism can be the result of critical thinking.[1]

The law itself can be contested with criticism, if it is perceived as unfair; nevertheless, the courts usually draw the line somewhere.[2]

Def. "the act of[3] [evaluating] (something), and [judging] its merits and faults[4] [by] observation or detailed examination and review"[3] is called criticism.

Ideally, a criticism should be:

  • timely, not too early nor too late.
  • brief and succinct, with a clear start and a finish, not endless.
  • relevant and to the point, not misplaced.
  • clear, specific and precise, not vague.
  • well-researched, not based on hear-say or speculative thought.
  • sincere and positively intended, not malicious.
  • articulate, persuasive and actionable, so that the recipient can both understand the criticism and be motivated to act on the message.[5][6]

Critical thinking[edit | edit source]

Critical thinking is the analysis of facts to form a judgment.[7] Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking that presupposes assent to rigorous standards of excellence and mindful command of their use and entails effective communication and problem-solving abilities as well as a commitment to overcome native egocentrism.[8][9]

Critical thinking was as a movement in two waves.[10] The "first wave" of critical thinking is often referred to as a 'critical analysis' that is clear, rational thinking involving critique. Critical thinking means making clear, reasoned judgments: ideas should be reasoned, well thought out, and judged.[11]

The U.S. National Council for Excellence in Critical Thinking[12] defines critical thinking as the "intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action."[13]

Traditionally, critical thinking has been variously defined as follows:

  • "The process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion"[14]
  • "Disciplined thinking that is clear, rational, open-minded, and informed by evidence"[14]
  • "Purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based"[15]
  • "Includes a commitment to using reason in the formulation of our beliefs"[16]
  • The skill and propensity to engage in an activity with reflective scepticism (McPeck, 1981)[17]
  • Thinking about one's thinking in a manner designed to organize and clarify, raise the efficiency of, and recognize errors and biases in one's own thinking. Critical thinking is not 'hard' thinking nor is it directed at solving problems (other than 'improving' one's own thinking). Critical thinking is inward-directed with the intent of maximizing the rationality of the thinker. One does not use critical thinking to solve problems—one uses critical thinking to improve one's process of thinking.[18]
  • "An appraisal based on careful analytical evaluation"[19]

Contemporary critical thinking scholars have expanded these traditional definitions to include qualities, concepts, and processes such as creativity, imagination, discovery, reflection, empathy, connecting knowing, feminist theory, subjectivity, ambiguity, and inconclusiveness, yet some definitions of critical thinking exclude these subjective practices.[20]

In the ‘second wave’ of critical thinking, logicism is "the unwarranted assumption that good thinking is reducible to logical thinking".[21]

"A logistic approach to critical thinking conveys the message to students that thinking is legitimate only when it conforms to the procedures of informal (and, to a lesser extent, formal) logic and that the good thinker necessarily aims for styles of examination and appraisal that are analytical, abstract, universal, and objective. This model of thinking has become so entrenched in conventional academic wisdom that many educators accept it as canon".[21]

The linear and non-sequential mind must both be engaged in the rational mind.[21]

The ability to critically analyze an argument – to dissect structure and components, thesis and reasons – is essential, but, so is the ability to be flexible and consider non-traditional alternatives and perspectives, as these complementary functions are what allow for critical thinking to be a practice encompassing imagination and intuition in cooperation with traditional modes of deductive inquiry.[21]

The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition, where, an individual or group engaged in a strong way of critical thinking gives due consideration to establish for instance:[22]

  • Evidence through reality
  • Context skills to isolate the problem from context
  • Relevant criteria for making the judgment well
  • Applicable methods or techniques for forming the judgment
  • Applicable theoretical constructs for understanding the problem and the question at hand

Constructive criticism[edit | edit source]

Some people are not open to any criticism at all, even constructive criticism.[23]

Def. criticism "intended to provide suggestions for improvement without insulting the recipient"[24] is called constructive criticism.

Constructive critics try to stand in the shoes of the person criticized, and consider what things would look like from their perspective.[25]

One style of constructive criticism employs the "hamburger method",[26] in which each potentially harsh criticism (the "meat") is surrounded by compliments (the "buns"). The idea is to help the person being criticized feel more comfortable, and assure the person that the critic's perspective is not entirely negative. This is a specific application of the more general principle that criticism should be focused on maintaining healthy relationships, and be mindful of the positive as well as the negative.[27]

Destructive criticism[edit | edit source]

Criticism that assigns blame or states problems without suggesting solutions ("empty criticism"), people are likely to conclude is not very useful.[28]

Def. criticism "performed with the intention to harm someone, derogate and destroy someone’s creation, prestige, reputation and self-esteem"[29] is called destructive criticism.

See also[edit | edit source]

References[edit | edit source]

  1. "Module: Critical thinking". Retrieved 2013-11-17.
  2. Andale Gross and Tammy Webber, "Prosecutor faces new criticism over Ferguson case." The Seattle Times, 26 November 2014.[1]
  3. 3.0 3.1 Connel MacKenzie (3 April 2005). "criticism". San Francisco, California: Wikimedia Foundation, Inc. Retrieved 14 May 2019.
  4. Frous (5 May 2007). "criticise". San Francisco, California: Wikimedia Foundation, Inc. Retrieved 14 May 2019.
  5. J.R. Hackman and G.R. Oldham. Work Redesign. Upper Saddle River, N.J.: Pearson Education, Inc, 1980; pp. 78–80.
  6. Katz, Ralph. Motivating Technical Professionals Today. IEEE Engineering Management Review, Vol. 41, No. 1, March 2013, pp. 28–38
  7. Edward M. Glaser. "Defining Critical Thinking". The International Center for the Assessment of Higher Order Thinking (ICAT, US)/Critical Thinking Community. Retrieved 2017-03-22.
  8. "Piaget's Stages of Cognitive Development". Retrieved 2018-04-03.
  9. "It's a Fine Line Between Narcissism and Egocentrism". Psychology Today. Retrieved 2018-04-03.
  10. Walters, Kerry (1994). Re-Thinking Reason. Albany: State University of New York Press. pp. 181–98.
  11. Elkins, James R. "The Critical Thinking Movement: Alternating Currents in One Teacher's Thinking". Retrieved 23 March 2014.
  12. "Critical Thinking Index Page".
  13. "Defining Critical Thinking".
  14. 14.0 14.1 "Critical – Define Critical at". Retrieved 2016-02-24.
  15. Facione, Peter A. (2011). "Critical Thinking: What It is and Why It Counts". p. 26. Archived from the original (PDF) on 29 July 2013. Retrieved 4 August 2012. Unknown parameter |dead-url= ignored (help)
  16. Mulnix, J. W. (2010). "Thinking critically about critical thinking". Educational Philosophy and Theory 44 (5): 471. doi:10.1111/j.1469-5812.2010.00673.x. 
  17. "Critical Thinking: A Question of Aptitude and Attitude?" (PDF). Retrieved 22 March 2018.
  18. Carmichael, Kirby; letter to Olivetti, Laguna Salada Union School District, May 1997.
  19. "critical analysis". Retrieved 2016-11-30.
  20. Walters, Kerry (1994). Re-Thinking Reason. Albany: State University of New York Press.
  21. 21.0 21.1 21.2 21.3 Kerry S. Walters (1994). Re-Thinking Reason: New Perspectives in Critical Thinking. SUNY Press. ISBN 978-0-7914-2095-9.
  22. Reynolds, Martin (2011). Critical thinking and systems thinking: towards a critical literacy for systems thinking in practice. In: Horvath, Christopher P. and Forte, James M. eds. Critical Thinking. New York: Nova Science Publishers, pp. 37–68.
  23. "WiseGeek What is Constructive Criticism?". 2013-10-19. Retrieved 2013-11-17.
  24. Mahagaja (10 November 2014). "constructive criticism". San Francisco, California: Wikimedia Foundation, Inc. Retrieved 14 May 2019.
  25. Ross Bonander (2008-10-19). "AskMen How to: Give Constructive Criticism". Retrieved 2013-11-17.
  26. "The Hamburger Method of Constructive Criticism". 2007-09-05. Retrieved 2013-11-17.
  27. "The 4-1-1 On Constructive Criticism". 2001-08-03. Retrieved 2013-11-17.
  28. Edgar H. Schein (with Peter S. DeLisi, Paul J. Kampas and Michael Sonduck), DEC is Dead, Long Live DEC – The Lasting Legacy of Digital Equipment Corporation (Lessons on Innovation, Technology and the Business Gene), Berrett-Koehler Publishers, 2003
  29. Dan Polansky (27 March 2008). "destructive criticism". San Francisco, California: Wikimedia Foundation, Inc. Retrieved 14 May 2019.

External links[edit | edit source]

. The Criticism template makes no sense because the pages have no Criticism section. The SSS template is a redlink. Because you call these "articles," it's looking like they may have been copied from another wiki, such as one of the encyclopedias. If they were deleted there, and you wish to work on them here, that may be okay, but there is a good possibility that they don't belong in mainspace, at least not at the top level.

If "Wavevolution" is some recognized concept that I just never heard of, you could show this and a mainspace resource by that name might be appropriate. Otherwise, probably not. At the other extreme, you could have these pages in your user space here, for your own work and study.

Further, you have versions of these pages in other languages, and other pages not in English. This is the English Wikiversity, and pages here should generally be in English (except you might have pages in your user space in other languages). There are other language Wikiversities, and if there is no wikiversity for a language, beta.wikiversity may be used. Please let me know what's going on with these pages, and I may be able to assist you. Thanks. --Abd 03:36, 25 August 2011 (UTC)

  • Given that you have been editing without responding to this, I've moved all the pages you created to your user space, you can see them in your contributions list, and they should still be on your watchlist. If you need any of these files deleted, adding a deletion tag to the top is better than just blanking. A deletion tag might look like this for one of these pages: {{delete|author request ~~~~}} --Abd 17:33, 25 August 2011 (UTC)

German Wikiversity[edit source]

Hi EttoreGreco, I see you've created new material written in the German language (Wavevolution in German and Commutalism in German). That's great, but pages like these may be more suitable and useful at the German Wikiversity. Ideally, all pages at this wiki, the English Wikiversity, are written in the English language. Material in other languages than English might be deleted. Please let me know if you have any questions. Regards, Mathonius (discusscontribs) 03:05, 2 July 2013 (UTC)

user:EttoreGreco/Wavevolution in Italian[edit source]

This page belongs in the Italian Wikiversity. You should place it there. The three wavevolution pages can be interwiki links in languages. Thanks for your understanding. - Sidelight12 Talk 00:56, 13 September 2013 (UTC)

I moved your German page to your userspace here User:EttoreGreco:Wavevolution in German, please put it in the proper language wikiversity. And put future edits in the proper language wikiversity. - Sidelight12 Talk 01:02, 13 September 2013 (UTC)

The page can now be found at User:EttoreGreco/Wavevolution in German. Mathonius (discusscontribs) 07:06, 14 September 2013 (UTC)

Your recreation of Wavevolution[edit source]

In 2011, acting as a custodian, I moved your page with this title to your user space, informing you on this talk page. In 2013, you recreated the mainspace page without discussion; that page is not appropriate for Wikiversity mainspace, my opinion. I copied the content to User talk:EttoreGreco/Wavevolution. Please do not recreate your content in mainspace without discussion. You may continue to develop the page in your user space, or discuss moving it back to mainspace here, or on my talk page, among other options. --Abd (discusscontribs) 20:51, 23 February 2014 (UTC)

The article Wavevolution has again been moved to User:EttoreGreco/Wavevolution. Please discuss and gain consensus before moving this content to the main article space. Otherwise, you are welcome to continue development of this content here in your userspace without further discussion. Thanks! -- Dave Braunschweig (discusscontribs) 02:23, 24 February 2014 (UTC)
Commutalism has been moved to User:EttoreGreco/Commutalism for the same reason. -- Dave Braunschweig (discusscontribs) 02:28, 24 February 2014 (UTC)
Dave, to assist this user, the older revisions from what you deleted should be restored, so that the user may pick which revision to restore, or may merge the content. Thanks. --Abd (discusscontribs) 19:04, 24 February 2014 (UTC)
History restored. Thanks for the reminder. -- Dave Braunschweig (discusscontribs) 19:11, 24 February 2014 (UTC)

EttoreGreco, the files you created in mainspace have overwritten the files that were previously in your user space. To see the versions as they were in your user space, see

  • Wavevolution. This will load the old user space version, as I moved it from mainspace in 2011. If you press the edit tab from this display, and save it, you will revert the file to the older version (which looks more developed to me). You may, of course, pick pieces from this and pieces from that, but that's much more complicated! Entirely up to you!
  • Commutalism. The same. There is a Template:Criticism at the top of that page. Since the page is in your user space, feel free to remove that.

If the page is to be in mainspace, concerns about the neutrality and suitability of the essays for Wikiversity would need to be addressed. Generally, we allow development of pages with even far-out fringe ideas to exist in user space. We are more careful about how things are presented in mainspace. These pages were moved to give you freedom to develop the ideas.

This time, redirects were left to your user pages, so that off-wiki links to those articles will work. Those redirects might be deleted at some point, as we clean up mainspace; if you manage any off-wiki links, I suggest that you make them point to the user space pages. Some people also worry about Wikiversity being used for "web hosting," but my view is that as long as the pages have some educational purpose, and are not spam, or otherwise a problem, they may be hosted here.

Thanks for understanding what we are doing. Please do not create fringe materials in mainspace (a page name without any space prefix like User:) without cooperation from knowledgeable Wikiversity users. Ask if you need help. It is possible that these two pages could be moved back to mainspace, but probably not under those page names. Right now, my priority is that you be able to work on these without hindrance, while at the same time we are cleaning up mainspace. --Abd (discusscontribs) 19:55, 24 February 2014 (UTC)