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Reviewer: Trends, Networks and Critical Thinking in the 21st Century

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Springer Series in Design and Innovation

Sandra Regina Rech

The potential of trends management is originated in the ability to understand the changes in human behavior and to translate this knowledge in guidelines that can bring innovation. The qualitative approach considers the society composed of individuals and groups, who share meanings according to collective expectations and perspectives. Based on these precepts, the researcher in the field of trends investigates processes, facts and situations in the social scene that, interconnected, may explain the analyzed phenomenon. Through literature review and theoretical problematization, the concepts and approaches referenced in qualitative research and trends management are discussed, evidencing the methodology and guiding assumptions of transformations in the patterns of human behavior.

Alton C. Thompson

The trend of our species has been downward, toward extinction; this essay tries to understand that trend.

Andrey Korotayev , Nicholas Mitiukov

The present yearbook (which is the fourth in the series) is subtitled Trends & Cycles. It is devoted to cyclical and trend dynamics in society and nature; special attention is paid to economic and demographic aspects, in particular to the mathematical modeling of the Malthusian and post-Malthusian traps' dynamics. An increasingly important role is played by new directions in historical research that study long-term dynamic processes and quantitative changes. This kind of history can hardly develop without the application of mathematical methods. There is a tendency to study history as a system of various processes, within which one can detect waves and cycles of different lengths – from a few years to several centuries, or even millennia. The contributions to this yearbook present a qualitative and quantitative analysis of global historical, political, economic and demographic processes, as well as their mathematical models. This issue of the yearbook consists of three main sections: (I) Long-Term Trends in Nature and Society; (II) Cyclical Processes in Pre-industrial Societies; (III) Contemporary History and Processes. We hope that this issue of the yearbook will be interesting and useful both for historians and mathematicians, as well as for all those dealing with various social and natural sciences.

The development of increased and accessible computing power has been a major agent in the current emphasis placed upon the presentation of data in graphical form as a means of informing or persuading. However research in Science and Mathematics Education has shown that skills in the interpretation and production of graphs are relatively difficult for Secondary school pupils. In this paper we explore the conjecture that the use of computers in education has the potential to revolutionise the ways in which children learn graphing skills. We describe research with 8 and 9 year olds using on a pedagogic strategy which we call Active Graphing, in which spreadsheets are use to collect and present data from practical experiments, and present results which indicate that children gain higher levels of interpretative skills, particuarly in terms of the use of trend, through this approach than would be expected in traditional classrooms.

Jorge Rodriguez

The purpose of articulating these two texts is to establish connections between the basic definitions of Trend Studies and Cultural Studies. Two fields of research with both humanistic and scientific foundations. This link should help build a new perspective for the study of trends provided they work on humanistic perspective that can be intertwined with a business side of culture. Martin Raymond (2010) is currently one of the key thinkers for Trend Studies and brings with this book a non-academic perspective in an effort to integrate knowledge into business. On the other side, Chris Barker (2008) sets a group of relevant definitions and considerations around Cultural Studies that help us create a framework for it. Both texts are somehow introductory and descriptive and open the opportunity to establish relations between concepts.

Modapalavra e-periódico

This text, an integral fragment of the ongoing master's research, has as main theme the theoretical-conceptual approach between trends and visual management, aiming to qualify the trend analysis method proposed by Dragt (2017) from principles and tools of visual management . In methodological terms, the article is designed in the moments of conceptualizing important terms through the Bibliographic Review, as well as the collection, reduction, categorization and interpretation of data via Qualitative Data Analysis. Furthermore, the text is classified as being of a basic, qualitative nature and with descriptive objectives. The results achieved demonstrate that the principles and tools of visual management add different advantages to the process, such as innovation, agility and encouraging the collaboration of the participants of those involved in the analysis of trends.

ModaPalavra

Ana Marta M. Flores

The present paper intends to discuss the development and consolidation process of Trend Studies, as a transversal area with transdisciplinary characteristics that was developed in connection with the concepts and practices of areas such as Cultural Studies. The numerous perspectives of Trend Studies and their different associations promoted a dispersed development that should be considered and deconstructed by means of finding common points and practices, or different perspectives, to generate a greater cohesion of concepts and methodologies. In this sense, it is important to present a model for the purpose of systematic identification and observation of trends. The result can generate a parallel process of cultural analysis capable of contributing to a basis for the generation of strategic solutions for institutional and social problems, in a new approach to culture management.

Ronny Berndtsson

The focus of this work, ongoing Postdoctoral research consequence, is to ascertain the importance of qualitative research in an institution focused on the study and on the trends application within the understanding context of why and how they manifest themselves. The Trends Studies should be seen, in this sense, as a process that tries to sustain a constant dialogue with the consumer, guiding the designers in the design of fashion products in line with the wishes and needs of the market. Therefore, it is defined as a cross-sectional analysis of society aiming at identifying opportunities for strategic development and connecting them with the future needs of the consumer, in order to achieve the innovation process of products and services. The qualitative approach considers society composed of individuals and groups who share meanings according to expectations and collective perspectives. From this methodological design, the researcher investigates processes, facts and situations in the social scene which, interconnected, can explain the phenomenon analyzed. In summary, it is believed that the qualitative research, aiming at prospecting trends, will contribute positively and provide a critical view of students and fashion professionals in relation to the phenomenon of trends and fashion system while linked to each other.

Atmospheric Environment

Hans Visser

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TNCT 4th Quarter Exam

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Measures 8 skill s from Grade 12 Trends, Networks, and Critical Thinking in the 21st Century Philippines Curriculum: SHS Specialized Subjects (MELC)

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• Q 1 / 30 Score 0 It refers to an arrangement having a set of actors such as individuals or organizations and a set of dyadic ties (relationship between two individuals) among these actors. () 29 Users enter free text

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• Q 1 It refers to an arrangement having a set of actors such as individuals or organizations and a set of dyadic ties (relationship between two individuals) among these actors. () Users enter free text Type an Answer 120 s HUMSS_MCT12-IIg-i-2
• Q 2 It is the representation of one’s identity which distinguishes him or her from other identities. Users enter free text Type an Answer 120 s HUMSS_MCT12-IIg-i-2
• Q 3 It is gaining knowledge about yourself through your inner emotions and thinking such as knowing what you feel although you cannot explain why; Users enter free text Type an Answer 120 s HUMSS_MCT12-IIg-i-2
• Q 4 It is the term for someone who goes against the general rules and expected conduct of society. Users enter free text Type an Answer 120 s HUMSS_MCT12-IIg-i-2
• Q 5 It is a deviant who relapses to an undesirable behavior after being subjected to sanctions. Users enter free text Type an Answer 120 s HUMSS_MCT12-IIg-i-2
• Q 6 It promotes the perspective that “people act toward things based on the meaning those things have for them, and these meanings are derived from social interaction and modified through interpretation. Users enter free text Type an Answer 120 s HUMSS_MCT12-IIg-i-2
• Q 7 It is an unending process wherein an individual creates a personal identity as he or she learns the norms, behavior, values, and social skills based on his or her social position. Users enter free text Type an Answer 120 s HUMSS_MCT12-IIg-i-2
• Q 8 It is an extended term for information technology (IT) which stresses the role of unified communications and the integration of telecommunications. Users enter free text Type an Answer 120 s HUMSS_MCT12-IIg-i-2
• Q 9 It involves comparing yourself with other people who may be better or worse than you. self-perception social comparison self-awareness self-deception 120 s HUMSS_MCT12-IIg-i-4
• Q 10 It is your belief about yourself which is based on your behavior such as when you think you are generous because you enjoy sharing what you have with others. self-deception social comparison self-awareness self-perception 120 s HUMSS_MCT12-IIg-i-4
• Q 11 It consists of looking inward, involving your emotions, beliefs, feelings, and thoughts on the one hand, and knowing yourself through other people’s perceptions about you, on the other hand. self-deception self-perception social comparison self-awareness 120 s HUMSS_MCT12-IIg-i-4
• Q 12 It covers “mental tricks of a person’s mind that hide the truth and constitute false beliefs.” self-awareness social comparison self-perception self-deception 120 s HUMSS_MCT12-IIg-i-4
• Q 13 It is your social side that you present publicly as in school, the workplace, in an organization, or a community. Agent self the looking-glass self Interpersonal self or public self Self-deception 120 s HUMSS_MCT12-IIg-i-4
• Q 14 It is how you make preferences and use your control over situations and actions. Agent self social comparison the looking-glass self Interpersonal self 120 s HUMSS_MCT12-IIg-i-4
• Q 15 It is where you learn about yourself through other people such as when you hear what other people say about you; interpersonal self self-deception the looking-glass self agent self 120 s HUMSS_MCT12-IIg-i-4

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TRENDS, NETWORKS, AND CRITICAL THINKING IN THE 21ST CENTURY

An encounter with Reason and Technology

The course provides opportunities for students to discover patterns and extract meanings from emerging trends. It aids in developing their critical and creative thinking skills— essential tools for decision making and understanding “ethics of care”. Global trends in the 21st century are examined and are either accepted or rejected on a sound set of criteria. Students will be asked to create and analyze scenarios that will challenge them to (1) formulate their stances on issues or concerns; (2) propose interventions and; (3) formulate alternative futures. The students will realize the interconnections between their neural connections and social realities.

-Curriculum Guide, HUMSS

MELCS 1: Differentiate a trend from a fad

In this competency, we have explored first the our understanding of Trends and Fads and gave some examples. Then we distinguished the two.

The rising of a new lifestyle, beliefs, economics, and a social life that last for a long period of time.

Source: https://www.merriam-webster.com/dictionary/trend

Millennials are also known as Generation Z or Y. The 21st century has developed trends/fads in the use of words or expressions.

Below are some examples:

They are objects, behaviors, and lifestyles that achieved popularity but instantly fade away. They last for a short period of time. Source: Best, Joel (2006). Flavor of the Month: Why Smart People Fall for Fads . University of California Press.

Based on our learnings, a fad is an intense and widely shared enthusiasm for something, especially one that is short-lived and without basis in the object's qualities, while a trend is a general direction in which something is developing or changing.

" We play with fads, we work with trends"

Trendsetter

A person who leads or starts a trend.

A person who foretells the future trend.

Trendspotting

It refers to a study of trends that affect society.

Trend Analysis

It is based on trendspotting but it extends this into developing future scenario and so they say that to follow a trend, one must not only a trend, one must not only be conscious of what is currently happening but be wise enough to predict the future. (Urgel,2017)

A small or specific trend that lasts between 3 to 5 years.

A large-scale trend that lasts between 5 to 10 years.

A major trend that has a large-scale effect in society. A driving forces of today and tomorrow that defines the world.

Affects most area of human life and usually identified to define an era.

Remember that microtrends can become macrotrends if they affect more lives and societies. Then, macrotrends can become a megatrend if it can affect a much larger group for a longer period like a decade. Megatrends can become gigatrends if they have everlasting effects and influences. Therefore, it is evident that the whole which comprises the larger part is made up of small things or parts.

Set of interconnected nodes that are open structures and are able to expand without limits as long as they can communicate within the network.

"If you wan t to go fast, go alone. If you want to go far, go with others ".

Intuitive Thinking

I s a phenomenon of the mind that is define d as the ability to acquire knowledge without inference or the use of reason.

Source: https://exploringyourmind.com/the-4-types-of-intuitive-thinking/

Local and Global Networks

Global networks tap from the local networks to operate. On the other hand, the values of the local networks are determined by their connection to the g lobal networks of value making, financial, managerial function, or otherwise.[TNCT book by: RMA, Basas]

Globalization

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• —Neural and Social Networks

Trends, Networks, and Critical Thinking in the 21st Century View Download

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The impact of cognitive flexibility on prospective EFL teachers' critical thinking disposition: the mediating role of self-efficacy

• Research Article
• Published: 31 August 2024

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• Şenol Orakcı   ORCID: orcid.org/0000-0003-1534-1310 1 &
• Tahmineh Khalili   ORCID: orcid.org/0000-0002-6268-0991 2  

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Critical thinking as one of the key skills for success in the 21st-century has been considered by many scholars in teacher education. This study tries to examine the interaction of critical thinking disposition with two other key characteristics of successful teachers: cognitive flexibility and self-efficacy. To this end, a sample of pre-service English as a Foreign Language (EFL) teachers was selected for this study. Based on the findings, a positive and strong relationship between cognitive flexibility and critical thinking disposition, and a positive and robust correlation between self-efficacy and critical thinking disposition were observed. Hence, it can be suggested that teacher-educationists can use this link for designing teacher-training courses with tailored tasks for both in and pre-service teachers. The main contribution of the findings might be beneficial for homogenizing teacher-training courses around the globe with the 21st-century trends. In addition, this line of research can be followed by empirical studies for checking the effectiveness of tailored tasks for provoking teachers’ critical thinking dispositions, cognitive flexibility, and self-efficacy in teaching activities.

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Assessing the Contribution of Autonomy and Self-Efficacy to EFL Teachers’ Self-Regulation

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Orakcı, Ş., Khalili, T. The impact of cognitive flexibility on prospective EFL teachers' critical thinking disposition: the mediating role of self-efficacy. Cogn Process (2024). https://doi.org/10.1007/s10339-024-01227-8

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Media and Information Literacy, a critical approach to literacy in the digital world

What does it mean to be literate in the 21 st century? On the celebration of the International Literacy Day (8 September), people’s attention is drawn to the kind of literacy skills we need to navigate the increasingly digitally mediated societies.

Stakeholders around the world are gradually embracing an expanded definition for literacy, going beyond the ability to write, read and understand words. Media and Information Literacy (MIL) emphasizes a critical approach to literacy. MIL recognizes that people are learning in the classroom as well as outside of the classroom through information, media and technological platforms. It enables people to question critically what they have read, heard and learned.

As a composite concept proposed by UNESCO in 2007, MIL covers all competencies related to information literacy and media literacy that also include digital or technological literacy. Ms Irina Bokova, Director-General of UNESCO has reiterated significance of MIL in this media and information landscape: “Media and information literacy has never been so vital, to build trust in information and knowledge at a time when notions of ‘truth’ have been challenged.”

MIL focuses on different and intersecting competencies to transform people’s interaction with information and learning environments online and offline. MIL includes competencies to search, critically evaluate, use and contribute information and media content wisely; knowledge of how to manage one’s rights online; understanding how to combat online hate speech and cyberbullying; understanding of the ethical issues surrounding the access and use of information; and engagement with media and ICTs to promote equality, free expression and tolerance, intercultural/interreligious dialogue, peace, etc. MIL is a nexus of human rights of which literacy is a primary right.

Learning through social media

In today’s 21 st century societies, it is necessary that all peoples acquire MIL competencies (knowledge, skills and attitude). Media and Information Literacy is for all, it is an integral part of education for all. Yet we cannot neglect to recognize that children and youth are at the heart of this need. Data shows that 70% of young people around the world are online. This means that the Internet, and social media in particular, should be seen as an opportunity for learning and can be used as a tool for the new forms of literacy.

The Policy Brief by UNESCO Institute for Information Technologies in Education, “Social Media for Learning by Means of ICT” underlines this potential of social media to “engage students on immediate and contextual concerns, such as current events, social activities and prospective employment.

UNESCO MIL CLICKS - To think critically and click wisely

For this reason, UNESCO initiated a social media innovation on Media and Information Literacy, MIL CLICKS (Media and Information Literacy: Critical-thinking, Creativity, Literacy, Intercultural, Citizenship, Knowledge and Sustainability).

MIL CLICKS is a way for people to acquire MIL competencies in their normal, day-to-day use of the Internet and social media. To think critically and click wisely. This is an unstructured approach, non-formal way of learning, using organic methods in an online environment of play, connecting and socializing.  

MIL as a tool for sustainable development

In the global, sustainable context, MIL competencies are indispensable to the critical understanding and engagement in development of democratic participation, sustainable societies, building trust in media, good governance and peacebuilding. A recent UNESCO publication described the high relevance of MIL for the Sustainable Development Goals (SDGs).

“Citizen's engagement in open development in connection with the SDGs are mediated by media and information providers including those on the Internet, as well as by their level of media and information literacy. It is on this basis that UNESCO, as part of its comprehensive MIL programme, has set up a MOOC on MIL,” says Alton Grizzle, UNESCO Programme Specialist. 

UNESCO’s comprehensive MIL programme

UNESCO has been continuously developing MIL programme that has many aspects. MIL policies and strategies are needed and should be dovetailed with existing education, media, ICT, information, youth and culture policies.

The first step on this road from policy to action is to increase the number of MIL teachers and educators in formal and non-formal educational setting. This is why UNESCO has prepared a model Media and Information Literacy Curriculum for Teachers , which has been designed in an international context, through an all-inclusive, non-prescriptive approach and with adaptation in mind.

The mass media and information intermediaries can all assist in ensuring the permanence of MIL issues in the public. They can also highly contribute to all citizens in receiving information and media competencies. Guideline for Broadcasters on Promoting User-generated Content and Media and Information Literacy , prepared by UNESCO and the Commonwealth Broadcasting Association offers some insight in this direction.

UNESCO will be highlighting the need to build bridges between learning in the classroom and learning outside of the classroom through MIL at the Global MIL Week 2017 . Global MIL Week will be celebrated globally from 25 October to 5 November 2017 under the theme: “Media and Information Literacy in Critical Times: Re-imagining Ways of Learning and Information Environments”. The Global MIL Feature Conference will be held in Jamaica under the same theme from 24 to 27 October 2017, at the Jamaica Conference Centre in Kingston, hosted by The University of the West Indies (UWI).

Alton Grizzle , Programme Specialist – Media Development and Society Section

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