ALLYN AND BACON INTERACTIVE World Wide Web …catalogue.pearsoned.co.uk/samplechapter/0205152805.pdfWhat does Shakespeare mean? The class struggled with an interpretation. Finally,

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A L L Y N A N D B A C O N I N T E R A C T I V E

F O R

Edward A. DornanRobert Dees

D E M O N S T R AT I O N V E R S I O N

World Wide WebEdition

Four in OneThinking, Reading, Writing, Research

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What Is the Web Edition?

The Allyn & Bacon Web Edition representsan exciting innovation that combines a text-book with links to the World Wide Web. Aninteractive CD-ROM, the Web Edition con-tains the full text of the book as well as hun-dreds of contextually placed links.

These links take students to Web sitesdirectly related to concepts in the text. Thelinks expand chapter content letting stu-dents go beyond the covers of the printedtext. The Allyn & Bacon Web Edition offers aconvenient way to integrate the power ofthe World Wide Web into your course.

Accessing the Web Links

To use the Web links feature, you must firstlocate and select a Web browser. (Note: youMUST have a Web browser applicationinstalled on your computer to open Weblinks and you MUST be connected to theInternet). In Acrobat Reader, selectFile>Preferences>Weblink. In the WeblinkPreferences dialog box, click Browse(Select on Macintosh). Locate and select aWeb browser application and click Open.Web links clicked thereafter will automati-cally open your browser application.

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Installing the Web Edition

Before installing the Web Edition, you should check the system requirements to besure your computer is compatible. To view the Web Edition, you must have AdobeAcrobat Reader version 3.01 installed on your computer.

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IBM-Compatible System Requirements (Minimal)486-based personal computer with a 640x480 VGA color monitor or better that displays at least 256 colorsrunning Microsoft Windows 3.1, Microsoft Windows95, or Microsoft WindowsNT 3.5.1, 4 MB RAM, 12 MB harddisk space, CD-ROM drive (2x speed), Adobe Acrobat Reader v.3.01, Netscape 3.0 or Internet Explorer,modem or other Internet connection.

IBM-Compatible System Requirements (Optimal)486 Pentium or Pentium Pro,17 inch color monitor or better that displays at least 256 colors, MicrosoftWindows 3.1, Microsoft Windows95, Microsoft WindowsNT 3.5.1 or 4.0, 16 MB RAM, 12 MB hard disk space,CD-ROM drive (4x speed), Adobe Acrobat Reader v.3.0.1, Netscape 4.0 or Internet Explorer, modem or otherhigh speed Internet connection.

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You must have the Acrobat Reader version 3.01 installed on your computer to view the WebEdition. The Web Edition will not work correctly with older versions of the Acrobat Reader. Ifyou do not have version 3.01, you may download it from the Adobe Web site athttp://www.adobe.com/acrobat. Be sure to select the appropriate version for your operatingsystem.

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To use the Web links feature, you must firstlocate and select a Web browser. (Note: youMUST have a Web browser applicationinstalled on your computer to open Weblinks and you MUST be connected to theInternet). In Acrobat Reader, selectFile>Preferences>Weblink. In the WeblinkPreferences dialog box, click Browse(Select on Macintosh). Locate and select aWeb browser application and click Open.Web links clicked thereafter will automati-cally open your browser application.

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You will see several buttons located at thetop of every page.

Contents opens a list of chapters. Click ona chapter to open it. In this sample, theContents button will bring you back to themain menu.

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Using Acrobat Reader

You will be using the Acrobat Reader appli-cation to view the chapters of the WebEdition. The Acrobat Reader controls areintuitive and easy to use. The toolbar but-tons allow you to move forward and back-ward through the pages, and to change thesize of the pages at any time.

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Selects the zoom-in tool

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Click on a Web link icon to go to a WorldWide Web location. (Note: you MUST have aWeb browser application installed on yourcomputer to open Web links and you MUSTbe connected to the Internet). All Web linksare first routed to the Allyn & Bacon Webserver, where they will be periodicallyupdated as some Web sites become obso-lete and new ones become available. When aWeb link icon is clicked for the first time, youmay need to locate and select a Webbrowser.

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In Acrobat Reader, selectFile>Preferences>Weblink. In the WeblinkPreferences dialog box, click Browse(Select on Macintosh). Locate and select aWeb browser application and click Open.Web links clicked hereafter will automati-cally open your browser application.

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The Web Index is a convenient way to access all of the weblinks available in the Web Edition. When the Web Index isopen you will see a list of links and the page number onwhich they appear.

To open a link, click on the item highlighted in blue. Togo to the place in the book where this link occurs, click thepage number in red.

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3

C H A P T E R

Effective Thinking

et us tell you a story about thinking—effective thinking.Recently, a student named Sarah reminded us of the mind’s mysterious

ways. Quite by chance, an anatomy lecture helped her understand Hamlet,Prince of Denmark, perhaps Shakespeare’s most enigmatic play.

Sarah’s anatomy professor, a deep-voiced, ruddy-faced man in owlishglasses and with a mischievous sparkle in his eyes, was lecturing on the humannervous system. He described it as an “intricate watershed for pain and joy thatall collects—” he paused dramatically, tapping a finger against his skull, “here,behind a half-inch of bone!”

Then from a black box, his eyes flashing in delight, he lifted a jar in whichfloated a human brain. “This lump of flesh,” he continued, “is the reservoir ofhuman experience.” Light was streaming through the laboratory windows. Hetilted the jar overhead, as if he were making a sacrificial offering. “Mystical,isn’t it? Pleasure and pain, each thought, each vision, intuition, or dream—every single human sensation—must flow through the nervous system’s tribu-taries to pool here in the brain. An entire universe swims in this mysteriousorgan’s chemistry.”

This was the first brain Sarah had seen. “A real brain!” she said, her voicefull of awe.

Two weeks later, Sarah’s literature class was discussing Hamlet. The dis-cussion centered on Hamlet’s sense of despair and the feeling of being discon-nected from everyone around him because of his father’s suspicious death. Thediscussion had bogged down over a comment Hamlet makes to two friends, inwhich he compares the world to a prison. One of his friends suggests that Ham-let’s ambition to be King of Denmark must make the world seem like a prison.Hamlet scoffs, “Oh God,” he says, “I could be bounded in a nutshell and countmyself a king of infinite space, were it not that I have bad dreams.”

What does Shakespeare mean? The class struggled with an interpretation.Finally, they agreed: Hamlet’s comment means he does not have any ragingambition. Moreover, he feels agitated because of his dark attitude towardhumankind.

Sarah remembered the brain she had seen two weeks before. Even thoughshe was usually shy, Sarah spoke up anyway. “I think Shakespeare means some-thing else. Don’t we all live in our individual nutshells?”

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Several students laughed politely; others listened thoughtfully. “What doyou mean?” one finally asked.

So Sarah explained. “Think about a brain. What is it shaped like? Whatdoes its surface look like?”

“Like half a walnut, a walnut shell!” one student said.“We are all ‘bounded’ in a nutshell. We live in our brains.”“Yet from that small space, we can all contemplate infinity . . . like kings of

‘infinite space.’ ” “And the world around us is like a dream we create in our own little nut-

shell minds.”“And since Hamlet sees the world so darkly, his ‘dreams’ are dark, just like

our feelings shape the way we look at life.”Sarah’s group reread other parts of the play, testing to see if Shakespeare’s

observation fit with other imagery. In the end, they decided Shakespeare’smetaphor is apt, both for the play and for human experience. Figurativelyspeaking, we are each bounded in a nutshell—the human brain.

How does this story illustrate effective thinking? That’s a fair question. Theinterpretation of Hamlet developed through three kinds of thinking—randomthinking, reflective thinking, and critical thinking—all of which work together inour daily lives.

USE RANDOM THINKING TO RELEASE THOUGHTS

Have you ever noticed your mind drifting? Maybe you’re bored. Maybeyou’ve been concentrating too long. Or, as happens with many of us, maybeyou’re just closing your eyes to get a good night’s sleep. At these moments, fullconsciousness begins to fade, and you enter a twilight state, in which sponta-neous thoughts come unbidden—an aimless flow of images, disconnectedmemories, and unrecognized feelings that seem to be hovering at the edge ofconsciousness. We’ll call this spontaneous kind of thinking random thinking.

When you think randomly, logic falls away. For no apparent reason, frag-ments from a song might float into your memory. Mysteriously, your mind thenleaps ahead to a weekend event you’ve planned—a dance, a ball game, a triphome. You construct it in your imagination, perhaps putting yourself at thecenter of the activity. You linger there a while and then slip into childhoodmemories—your first day at school, the time you tumbled from a tree, a rau-cous family gathering. All this twilight travel might even give you a vague senseof well-being or anxiety, depending on what feelings are associated with theevents drifting through your memory. These thoughts come spontaneously. Ifthere is an unconscious connection among them, trying to figure it out willprobably leave you scratching your head, puzzled.

Sometimes, spontaneous thoughts are too strong to resist. They demand at-tention, possibly even setting the imagination ablaze. “Ah ha!” “Eureka!” animportant discovery. You emerge from this twilight state and begin to think

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with a conscious purpose. In other words, you begin to direct your thoughts—that is, you begin to reflect.

USE REFLECTIVE THINKING TO GENERATE INFORMATION

Having a conscious purpose is what distinguishes the three kinds of think-ing. Random thinking is spontaneous; it lacks direction. Reflective and criticalthinking are purposeful; they have direction.

Reflective thinking is the conscious effort to discover unexpected connec-tions among diverse experiences and information. Have a problem? Use re-flective thinking to generate a list of possible solutions. Want to find themeaning of an event? Reflect on its possible causes and effects or relate it toother events to discover their similarities and differences. At the heart of re-flective thinking is association: a process that generates information, insights,and ideas from memory.

In one respect, reflective thinking is similar to random thinking: Onceyou’ve developed a clear purpose, you let your thoughts drift, hoping to recallexperiences related to your purpose—experiences such as casual observations,unexplainable hunches, startling ideas, fragments from conversations, detailsfrom lectures, even snippets from reading. This activity is similar to what’s donein random thinking, but it has a purpose.

USE CRITICAL THINKING TO ANALYZE AND EVALUATE INFORMATION

Now the going gets tough. Remember, all thoughts aren’t equal. In fact, it’seasier to think foolishly than wisely. To think wisely, you must use critical think-ing to sift through the bits of information reflective thinking generates. You askyourself: Are the connections clear? Is this the best approach? Is this informa-tion logical? At the heart of critical thinking is evaluation—that is, does it work?Is it right? Reasonable?

When thinking critically, you test possibilities, explore assertions, revealimplicit assumptions, trace logical relationships, and apply standards of rea-soning—all of which are highly defined activities in the critical thinker’s reper-toire. At the highest level, critical thinking helps you select diverse information,shape it into coherent form, and evaluate it. At the lowest level, critical think-ing helps you figure out where you left the car keys.

For example, imagine that you face a problem—nothing complex, just a lit-tle annoyance that must be solved. You and your roommate have a class at11:00 a.m. The class syllabus states that four absences will result in beingdropped for nonattendance. You each have three absences already.

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It’s now 10:15.It’s a 30-minute drive to campus, hitting all green lights.It’s 10° below zero outside, the first big winter freeze brought on by a heavy

wind blowing across the lake.Now the noose tightens: Your roommate rushes through the door, saying,

“The car won’t start. Dead battery! Stone dead. Ohmygod! What’ll we do?”You’re at a crossroads. You could think randomly about the problem—that

is, you wait for a solution to appear spontaneously. In this case, you might playyour favorite compact disk, stretch out on the sofa, and let your mind drift. Thefact is, random thinking will not be very productive, given the time pressure,but it is still a possibility.

More than likely, you would reflect on the problem by mentally compilinga list of possible solutions:

Call a friend?

Borrow the neighbor’s car?

Catch the bus?

Bike?

Walk?

As you compile this mental list, you evaluate each item by a single standard:Will it work?

Your friends have early morning classes—they’ve left.

The neighbor’s car is at the mechanic’s—it’s gone.

The next bus won’t arrive for 40 minutes—too late.

It’s too cold to bike or walk.

“Maybe we won’t be dropped,” you begin to speculate. After all, the weatheris bad. Other students will miss class, too.

Unfortunately, this instructor is a first-semester TA. His syllabus spells outthe rules in detail. He clings to the syllabus as if it were the only map showingthe way through enemy territory to safety.

You clutch your temples, trying to squeeze out a solution. “Think! Think!Think!” And then you remember a newspaper advertisement: “Call a cab. Nomore than a 10-minute wait anywhere in town! 432-RIDE!”

Will it work? You bet!The whole process probably took no more than two or three minutes. Af-

ter all, the problem isn’t much more complicated than “Where are the keys?”Now, back to Hamlet, a king of infinite space—definitely a more complex

problem.It was Sarah’s hunch, a random thought, that initiated a deeper class dis-

cussion of Hamlet’s comment. Sarah spontaneously associated it to a past ex-perience: an anatomy lecture. Her classmates picked up the thread of herthought by offering their own associations. In what might be called a brain-

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storming session, they generated an interpretation and evaluated it within thelogic of the entire play—that is, they evaluated the interpretation.

To be human is to think. Thinking is as natural to all of us as swimming isto fish. How effectively we think is another matter, though. It just isn’t naturalto think effectively. You must learn how to do it, which is no simple task.

You must begin by viewing effective thinking as a purposeful activity thatyou can direct but maybe not control. Second, you must learn what makes foreffective thinking, especially critical thinking, one of the three types of think-ing processes that philosophers have scrutinized in depth. Third, you must or-chestrate all the elements of effective thinking within your own thinkingprocess, so that you know the right time to use reflection and the right time touse evaluation.

Activities RECORDING REFLECTIONS

The following photograph is unnamed. Your task is to name it. How? First,reflect on the photograph, speculating about each of its elements: What doesthe physical structure suggest? What consistent patterns do you discern? Whatis similar and what is different among the elements? What associations do youhave with the image? Make notes as you speculate about the photograph. Whenyou’ve finished speculating, review your notes, looking for any relationshipsamong them that suggest a title. Finally, compose a title that captures the dom-inant impression the photograph creates.

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Next, think critically about the photograph. Write a 100- to 150-word analy-sis that explains what specific elements in the photograph helped you decide ona title. Remember, identify specific elements, not random speculations, in thephotograph.

GROUP WORK

In work groups, present your titles and compare your reasons for compos-ing them. Be sure each title is justified by specific details in the photograph.Among group members, try to agree on the most appropriate title—the onethat captures a dominant impression and guides viewers to particular detailsthat support it.

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CHAPTER 1: Effective ThinkingCLICK ON TOGO TO PAGE CLICK ON TO OPEN WEBLINK

Page 3 The Hamlet homepage

Page 3 The Levit Radiologic Pathologic Institute: The Brain

Page 3 Royal Danish Embassy, Washington, D.C.

Page 3 Hamlet, Act 2, Scene 2

Page 3 Mr. William Shakespeare and the Internet

Page 4 Harvard Medical School: Magnetic resonance image of a brain

Page 4 California Walnut Marketing Board

Page 4 Archimedes, who first uttered,“Eureka!”

Page 5 3 Definitions of Critical Thinking

Page 7 Brainstorming

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