ASSIGNMENT NO.

01
8611

ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

Name:
User Id:
Program: BED 1.5 Years

Semester: Spring 2023

Q 1.
What are different strategies required for the development as
critical thinker?
Answer

Multiple methods and exercises are needed to foster critical thinking. If

you want to improve your critical thinking skills, consider the following:

1. Questioning Assumptions:
Put into question the presumptions that are used to support
ideas, arguments, and information. In order to better
understand why you think something to be true, you
should first investigate the reasons you hold that belief.
2. Seeking Evidence: Investigate whether there is evidence or
information that can be found to either support or refute a claim or
argument. Consider the evidence’s legitimacy, where it came from,
and how it relates to the situation at hand as you evaluate its
quality and consistency.
3. Analyzing Arguments:
Distinguish the premises and conclusions of a complex
argument and break it down into its component elements.
To evaluate the persuasiveness and validity of the
argument, consider how these elements make sense
together.

4. Considering Multiple Perspectives: Avoid a narrow mindset by

considering different viewpoints and perspectives on a given issue.
This helps you gain a more comprehensive understanding of the
topic and make informed judgments.

5. Recognizing Biases: Be aware of your own biases and those

present in the information you encounter. Recognizing biases can
help you avoid making hasty judgments or accepting flawed
arguments.
6. Evaluating Sources: Assess the credibility and reliability of
information sources. Consider factors such as the author’s
expertise, the publication’s reputation, and the presence of any
potential biases or conflicts of interest.

7. Reflective Thinking: Engage in reflective thinking to analyze

your own thought processes and decision-making. Reflect on your
 assumptions, biases, and patterns of thinking to improve your
critical thinking skills over time.
8. Problem-Solving: Make excellent use of your critical thinking
skills to find solutions to challenges. Convert complicated issues
into manageable subproblems, investigate the data you have access
to, think critically about the potential answers, and then make
judgments based on sound reasoning.

9. Effective Communication: Make sure that your ideas, views, and

arguments are very clear. You should work on your ability to listen
 attentively, ask pertinent questions, and participate in
conversations with other people that are civil and productive.

10. Continuous Learning: The process of acquiring new

information, capabilities, and perspectives over the course of one’s
entire life is referred to as continuous learning. It requires taking an
active role in one’s educational pursuits by actively seeking out
new knowledge, experiences, and points of view in order to
advance one’s personal and professional development. Learning
that is continuous does not only take place in a classroom setting;
rather, it encompasses a wide variety of unstructured and self-
directed learning opportunities.

Remember that refining your critical thinking skills is a lifetime process

that requires effort and dedication. Using these skills on a daily basis
will help you become more analytical and make better decisions.
 Q 2.
Describe in detail roots of critical pedagogy.
Answer
Critical pedagogy is a transformative educational philosophy and
approach that aims to challenge and transform oppressive power
structures within society. It seeks to empower learners to think critically,
question dominant ideologies, and become agents of social change. The
roots of critical pedagogy can be traced back to several influential
thinkers and movements:
1. Paulo Freire: Paulo Freire, a Brazilian educator and philosopher,
is widely regarded as the father of critical pedagogy. Freire
established the term of conscientization in his landmark work
"Pedagogy of the Oppressed" (1968), which refers to the process of
growing critical consciousness among learners. He claimed that
education should be a dialogical process that enables learners to
 critically assess their social conditions and struggle toward
emancipation rather than a one-way process of depositing
knowledge.
2. Critical Theory: Critical pedagogy is highly influenced by critical
theory, a social theory created by intellectuals from the Frankfurt
School such as Theodor Adorno, Max Horkheimer, and Herbert
Marcuse. Critical theory is concerned with exposing hidden power
dynamics and promoting social justice through criticizing
oppressive societal systems and ideologies. This critical lens is
used by critical pedagogy to assess and criticize educational
institutions and practices that perpetuate social injustices.
3. Liberation Movements: The roots of critical pedagogy can also
be traced to various liberation movements, including civil rights,
feminist, and anti-colonial movements. These movements
highlighted the need for education to empower marginalized
groups, challenge discrimination, and promote social justice.
Critical pedagogy aligns with the goals of these movements by
advocating for educational practices that address systemic
inequalities and foster critical consciousness.
4. Popular Education: Popular education, which has its roots in the
Latin American tradition of education for social change, has also
had an impact on critical pedagogy. The value of education as a
weapon for emancipation and community empowerment is
emphasized in popular education. It promotes debate, involvement,
and collaborative action by valuing learners' knowledge and
experiences. These concepts are included into critical pedagogy
through recognizing learners' lived experiences and facilitating
discourse and praxis (reflection and action) for social
transformation..
 5. Postcolonial and Decolonial Studies: Postcolonial and decolonial
studies have also had an impact on critical pedagogy. These
disciplines of study examine colonial legacies and Eurocentric
knowledge systems. They emphasize the significance of
decolonizing education via the recognition and value of multiple
knowledge systems, the challenge of hegemonic narratives, and the
development of a critical awareness of power relations..

In summary, critical pedagogy derives from Paulo Freire's ideas, critical

theory, liberation movements, popular education, and postcolonial and
decolonial studies. It is an educational concept that seeks to equip
students to critically assess their social reality, to question oppressive
structures, and to advocate for social justice and reform..

Q 3. Select a topic of debate from social sciences. Conduct a debate

for about 20 minutes and then write your own reflections on how it
went?
Answer
Topic: Universal Basic Income (UBI) as a Solution to Income
Inequality

Moderator: Welcome to the discussion on Universal Basic Income

(UBI) as a remedy for income inequality today, ladies and gentlemen.
Team Proponents and Team Opponents are the two teams who will
make their cases and participate in a formal debate. Each team will have
ten minutes for their opening remarks, five minutes for rebuttals, and
five minutes for closing remarks. Let's start!

Team Proponents (Supporting UBI):

Opening Statement:
Team Proponents: A progressive program known as universal basic
income, or UBI, can combat economic inequality and provide a minimal
standard of living for everyone. UBI may reduce poverty, encourage
social mobility, and improve economic stability by giving a guaranteed
income to every person, regardless of job status. Every person’s
contribution to society is valued, and it gives them the wherewithal to
take care of their most basic requirements.

Rebuttal (5 minutes):
Team Opponents: In principle, universal basic income seems enticing,
but it has serious problems. To begin with, adopting UBI on a big scale
would impose a significant financial strain on governments, perhaps
leading to higher taxes or unsustainable debt. Furthermore, offering a
guaranteed income to everyone may disincentivize employment and
increase reliance on government assistance. It may also cause
inflationary pressures and erode individuals’ incentive to seek job and
contribute to the economy.

Team Opponents (Against UBI):

Opening Statement:
Team Opponents: While income inequality is a serious problem, UBI is
not the best answer. Instead of giving a universal income, we should
concentrate on tailored welfare programs that meet the unique needs of
disadvantaged groups. The Universal Basic economic fails to address the
underlying reasons of economic inequality, such as institutional hurdles,
uneven access to education and healthcare, and a lack of job
possibilities. A more efficient and equitable strategy would be to redirect
resources to specific initiatives.

Rebuttal (5 minutes):
Team Proponents: Although tailored assistance programs might be
beneficial, they frequently have large administrative expenses, difficult
qualifying requirements, and a stigma attached to getting benefits. UBI
streamlines the social safety net, cutting red tape and guaranteeing that
no one is left out. UBI encourages people to make decisions that are in
their best interests, such as pursuing education, starting their own
business, or taking care of their family, without having to worry about
their financial security.

Closing Statements (5 minutes each):

Team Proponents: UBI is a revolutionary policy that combats income

inequality, advances social fairness, and gives people more power. It
guarantees that no one is left behind and acknowledges the inherent
worth and dignity of every individual. UBI offers a solid basis for people
to take chances and achieve their dreams, which has the potential to
unleash creativity, innovation, and entrepreneurial spirit.

Team Opponents: While we appreciate the motivation behind UBI, it is

not a practical way to address income disparity. The expenses and
possible drawbacks exceed the positive aspects. To combat the
underlying causes of economic disparity, we argue for focused
initiatives that address particular needs and invest in education,
healthcare, and job growth.
Reflections:

As the debate's moderator, I witnessed a lively and well-articulated

argument on the issue of Universal Basic Income (UBI). Both teams
made excellent arguments, demonstrating their mastery of the problem
and its intricacies. Team Proponents underlined UBI's potential to
alleviate poverty, encourage social mobility, and empower individuals,
while Team Opponents emphasized implementation issues, potential
disincentives to work, and the need for specialized measures.

The debate provided an opportunity to thoroughly examine the benefits

and downsides of Universal Basic Income as a remedy to income
inequality. It demonstrated the significance of examining several points
of view and participating in critical analysis while debating difficult
societal issues.

Team Proponents successfully claimed that UBI can simplify the social
safety net, decrease bureaucracy, and provide people the freedom to
make decisions without fear of financial insecurity. They underlined the
intrinsic worth and dignity of every individual, as well as the potential
for UBI to foster creativity, innovation, and entrepreneurship.

Team Opponents, on the other hand, highlighted reasonable concerns

about the financial burden of UBI on governments, possible
disincentives to work, and the necessity for targeted initiatives to address
the core causes of income disparity. They stressed that investment in
education, healthcare, and job development are more effective strategies
to combat economic disparity.

Overall, the discussion served as a forum for a careful analysis of the

advantages and disadvantages of UBI as a strategy to combat income
inequality. It demonstrated the complexity of the problem and the
necessity to take into account a variety of elements, such as social effect,
economic viability, and long-term policy ramifications.

As the facilitator, I discovered the discussion to be instructive and

stimulating. It emphasized the value of having civil, fact-based
conversations to better comprehend the complexity of societal issues.
The teams presented well-researched arguments, and their responses
showed that they could think critically and respond to opposing ideas.
Finally, holding discussions on subjects such as Universal Basic Income
helps participants to get a better knowledge, explore alternative points of
view, and sharpen their critical thinking abilities. It promotes a culture of
constructive debate and encourages people to investigate and think on
difficult societal issues.
Q 4. Explain in detail taxonomy of question types. For each type,
devise five Questions.
Answer

A question type taxonomy is a categorization system that categorizes

various sorts of questions based on their purpose, structure, and expected
response. In this section, I will present an overview of generally known
question kinds, as well as five examples of each type:

1. Closed-ended Questions:
Closed-ended questions sometimes include preset answer alternatives
and need for a succinct, focused response. They are helpful when
looking for a clear solution or true information.

Example questions:
1. What is France's capital city?
2. Did you appreciate the movie you saw the night before?
3. Have you ever visited Japan?

4. Can you attend the meeting tomorrow?

5. Did you pass your final examination?

2. Open-ended Questions:
Respondents are encouraged to make comprehensive, subjective
comments when asked open-ended questions. They permit greater
inquiry and elaboration, making them ideal for gathering opinions, ideas,
and personal experiences.

Example questions:
1. What are your suggestions for increasing customer satisfaction?
2. How do you feel about climate change?
3. Can you tell me about a memorable vacation you’ve taken?
4. What are the benefits and drawbacks of social media, in your opinion?
5. What do you believe are the most pressing issues confronting our
society today?

3. Multiple-choice Questions:

In multiple-choice questions, various alternatives are presented, and

responders must choose the best option or the correct response. They are
frequently employed in evaluations and surveys.
Example questions:
1.Which one of the options below is not a primary color?
either red or green.

c) Yellow d) Blue

2. Which planet in our solar system has the biggest surface area?
(1) Earth (2) Venus (3) Jupiter (4) Mars

3. What does gold's chemical symbol represent?

A), Ag, B), Au, C), Pt, and D), Hg

4.Which of the following energy sources is a renewable one?

(1) Coal (2) Natural gas
(c) Solar energy
d) Oil

5. Who is the author of the book "Pride and Prejudice"?

Jane Austen, Charles Dickens, William Shakespeare, and F. Scott
Fitzgerald are among the authors.

4. Yes/No Questions: A simple "yes" or "no" response is all that is

required in response to a yes/no inquiry. They are helpful for getting
straight responses or verifying data.

Example questions:
1. Did you attend yesterday’s meeting?
2. Does the coffee shop remain open?
3. Have you ever visited Australia?
4. Do you enjoy cooking?
5. Do you have any dietary allergies?

5. Probing Questions:
Using probing questions might help you learn more about a subject or
get people to elaborate. They want to learn more in-depth knowledge,
investigate other viewpoints, or improve comprehension.
Example questions:
1. Could you please offer additional information about your study
findings?
2. Why do you believe this is a significant issue?
3. What led you to that conclusion?

4. What are the primary considerations that influenced your decision?

5. Could you provide an example to back up your point?

These are only a few instances of the taxonomy’s question categories.

You may efficiently acquire information, foster critical thinking, and
participate in meaningful dialogues or research by combining different
question kinds.

Q 5. What are different reflective models of professional

development?
Answer
Reflective professional development approaches give a systematic
framework for educators and professionals to reflect on their practices.

They must learn from their experiences, examine their practice, and
always improve their talents. Here are a few examples of regularly used
reflecting models:

1. Gibbs’ Reflective Cycle:

Gibbs’ Reflective Cycle is a well-known concept with six stages:
description, feelings, evaluation, analysis, conclusion, and action plan. It
helps people to study an experience systematically, to explore their
feelings and ideas, to assess their behaviors, to analyze the situation, to
make conclusions, and to build action plans for future development.

2. Kolb’s Experiential Learning Cycle:

The four stages of Kolb's Experiential Learning Cycle are Concrete
Experience, Reflective Observation, Abstract Conceptualization, and
Active Experimentation. It highlights the value of active participation,
reflection, and the incorporation of new information and experiences. It
implies that learning takes place in a continual cycle of participating in
experiences, reflecting on them, developing abstract notions, and
applying them in new contexts.

3. Schön’s Reflective Practice:

Schön's introspective activity model is concerned with the introspective
process that occurs throughout professional activity. It separates two
forms of reflection: reflection-in-action (thinking on the fly while
engaged in a task) and reflection-on-action (reflecting after the activity
has been finished). It helps professionals to examine their behaviors
critically, find latent knowledge, and devise ways for improving their
work.
 4. Rolfe et al.’s Framework for Reflexive Practice:

The Framework for Reflexive Practice developed by Rolfe et al. consists

of three questions: What? What is the point? What happens next? These
questions help professionals through the process of describing and
analyzing an event (What? ), reflecting on the meaning and
consequences of the experience (So what? ), and planning future
activities based on their reflections (Now what? ).

5. Brookfield’s Critical Incident Questionnaire:

A tool for reflection that focuses on critical occurrences or particular

situations that contradict our assumptions and ideas is Brookfield's
Critical Incident Questionnaire. It entails asking people a series of
questions to get them thinking about the circumstance, their emotions
and presumptions, additional viewpoints, and prospective shifts in their
practice.
6. Johns’ Model of Structured Reflection:

The six steps of Johns' Model of Structured Reflection are: the

Description of the Experience, the Reflection on the Experience, the
Influencing Factors, the Evaluation, the Analysis, and the Conclusion. It
encourages people to reflect on their ideas and feelings, investigate the
underlying forces that shape their behavior, critically evaluate their
deeds, and come to meaningful conclusions.
It's crucial to note that these models are not mutually exclusive, and
depending on their own requirements and preferences, people may find
benefit in integrating parts from other models. The objective is to
participate in reflective activity that promotes ongoing learning,
development, and advancement of professional practice.