{"id":905995,"date":"2024-09-09T02:05:24","date_gmt":"2024-09-09T02:05:24","guid":{"rendered":"https:\/\/opensourcetemple.com\/leirmheas-ar-cen-fath-a-bhfuil-smaointeoireacht-chriticiuil-marbh-peter-boghossian\/"},"modified":"2025-07-28T08:43:15","modified_gmt":"2025-07-28T08:43:15","slug":"leirmheas-ar-cen-fath-a-bhfuil-smaointeoireacht-chriticiuil-marbh-peter-boghossian","status":"publish","type":"post","link":"https:\/\/opensourcetemple.com\/ga\/leirmheas-ar-cen-fath-a-bhfuil-smaointeoireacht-chriticiuil-marbh-peter-boghossian\/","title":{"rendered":"L\u00e9irmheas ar “C\u00e9n F\u00e1th a bhfuil Smaointeoireacht Chritici\u00fail Marbh – Peter Boghossian”"},"content":{"rendered":"\n

Is athbhreithni\u00fa \u00e9 seo ar:<\/p>\n\n

C\u00e9n f\u00e1th go bhfuil smaointeoireacht chritici\u00fail marbh - Peter Boghossian<\/h5>\n\n
> https:\/\/www.youtube.com\/watch?v=v_vw-hkmw-q <\/id> <\/fignam>\n\n

<\/p>\n\n

Is \u00e9 an cur s\u00edos \u00f3n bhf\u00edse\u00e1n bunaidh n\u00e1:<\/p>\n\n

Is fealsamh Meirice\u00e1nach \u00e9 Peter Boghossian. Ar feadh deich mbliana bh\u00ed s\u00e9 ina Ollamh le Feals\u00fanacht in Ollscoil St\u00e1it Portland, ach d'\u00e9irigh s\u00e9 as tar \u00e9is freagra an chol\u00e1iste ar \u2018The Casavance Studies Affair\u2019. Is \u00e9ard a bh\u00ed i gceist leis seo Boghossian - in \u00e9ineacht le James Lindsay agus Helen Pluckrose - p\u00e1ip\u00e9ir bhr\u00e9ige a chur isteach chuig foilseach\u00e1in piar -athbhreithnithe a bhaineann le staid\u00e9ir inscne agus discipl\u00edn\u00ed eile d\u00e1 samhail, chun droch -chaighde\u00e1n acad\u00fail na r\u00e9ims\u00ed sin a shaothr\u00fa. N\u00edos d\u00e9ana\u00ed, t\u00e1 Boghossian ag gabh\u00e1il do na ruda\u00ed a ghlaonn s\u00e9, \u2018Epistemology Street\u2019 \u00e1it a spreagann s\u00e9 daoine in \u00e1iteanna poibl\u00ed chun a dtuairim\u00ed a scr\u00fad\u00fa, c\u00e9n f\u00e1th a gcoinn\u00edonn siad iad, agus cad a th\u00f3gfadh s\u00e9 orthu a n -intinn athr\u00fa. Amharc ar a chain\u00e9al anseo:<\/p>\n\n

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Cainteoir\u00ed: konstantin kisin = [kk] Francis Foster = [ff] Peter Boghossian = [PB]<\/p>\n\n

Finsc\u00e9al: \ud83d\udd96 \ud83d\udd96: Vulcan_Salute: Le haghaidh Comhaontaithe, \ud83d\udc4e \ud83d\udc4e: Thumbsdown: Le haghaidh easaontas, \u270b \u270b \u270b \u270b F\u00edrinne, gar ach m\u00edcheart.<\/p>\n\n

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Tabhairt isteach<\/h1>\n\n

0:00 Mar sin de theip \u00e9ighn\u00edomhach ar theip ar na p\u00e1ist\u00ed smaointeoireacht chritici\u00fail a mh\u00faineadh is \u00e9 an teip ghn\u00edomhach ceart nuair a mh\u00faineann t\u00fa ruda\u00ed at\u00e1 0:07 i nd\u00e1ir\u00edre m\u00edcheart agus a dh\u00e9anann ruda\u00ed n\u00edos measa go maith is \u00e9 sin an sc\u00e9al at\u00e1 againn anois mar sin m\u00e1 dh\u00e9anann t\u00fa na p\u00e1ist\u00ed a dh\u00edoth\u00fa, n\u00ed g\u00e1 duit a bheith ag tabhairt aire do na p\u00e1ist\u00ed a bhfuil t\u00fa ag tabhairt aire duit. Creidim go bhfuil cro\u00ed -chreidimh bhuncharraig an id\u00e9 -eola\u00edochta seo 0:25 id\u00e9 -eola\u00edocht ann nach bhfuil aon bhealach eile ann chun \u00e9 a r\u00e1 go bhfuil siad mar sin [ _] d\u00far go bhfuil siad mar sin [_ <\/em>]<\/p>\n\n

Ceachtanna a foghlaim\u00edodh \u00f3 epistemology sr\u00e1ide<\/h1>\n\n

. Ar dheis os comhair na C\u00fairte Uachtara\u00ed n\u00edl aon duine sa Ch\u00fairt Uachtarach seo cine\u00e1l neamh\u00e1bhartha sa t\u00edr seo sna St\u00e1it Aontaithe N\u00ed thugaimid [__] ach eipid\u00e9imeola\u00edocht sr\u00e1ide an - 1:05 Suimi\u00fail T\u00e1 cuid de do chuid f\u00edse\u00e1in imithe i gcion ar an gcaoi a bhf\u00e9achann t\u00fa ar an gcaoi a bhf\u00e9achann siad ar an gcaoi a bhfreagra\u00edonn daoine chun a bheith ag smaoineamh ar a n -athr\u00fa chun a bheith ag smaoineamh ar a gcuid daoine a bheith ag tabhairt aire d\u00f3ibh chun a bheith ag tabhairt aire do dhaoine a bheith ag tabhairt aire d\u00f3ibh chun a bheith ag tabhairt faoi deara go n -athr\u00f3fa\u00ed iad chun a bheith ag smaoineamh ar a dh\u00e9anamh ar a bheith ag smaoineamh ar an gcaoi a bhf\u00e9achann siad le a dh\u00e9anamh ar an gcaoi a bhf\u00e9achann siad le . Ruda\u00ed le 1:18 curtha i l\u00e1thair le fianaise ar a bhfuil foghlamtha agat \u00f3 na f\u00edse\u00e1in sin a dh\u00e9anamh [pb] oh boy 1:23 Reed agus t\u00e1im imithe ar fud an domhain agus t\u00e1 s\u00e9 seo d\u00e9anta againn i nd\u00e1ir\u00edre chun dul go Taiwan agus an Nua -Sh\u00e9alainn 1:30 T\u00e1 siad an -fhuar mar gheall air go bhfuil siad suaimhneach go leor sna St\u00e1it Aontaithe go h\u00e1irithe ar 1:43 Campais an Chol\u00e1iste T\u00e1 mic l\u00e9inn ag lorg c\u00fais le cion a chiont\u00fa gur mian leo a bheith ciontach i 'T\u00e1 m\u00e9 ag foghlaim go n -aonta\u00edmid go neodrach agus go n -easaonta\u00edmid go bhfuil na ruda\u00ed is m\u00f3 a fhoghlaim\u00edonn an rud is m\u00f3 a fhoghlaim\u00edonn an taobh eile de na ruda\u00ed is m\u00f3 a d'fhoghlaim m\u00e9 agus ar an taobh eile agus ceann de na ruda\u00ed is m\u00f3 a d'fhoghlaim m\u00e9. I 2:05 bh\u00ed m\u00e9 ag smaoineamh cheana f\u00e9in go seasfaidh daoine ar l\u00edne nach bhfuil bunaithe ar an bhfianaise a bhfuil siad 2:12 ach bunaithe ar ch\u00fais mhor\u00e1lta mar sin go seasann daoine maithe ar an l\u00edne seo t\u00e1 m\u00e9 2:19 ag seasamh ar an l\u00edne seo ba ch\u00f3ir do dhuine maith an l\u00edne seo a sheasamh ar an l\u00edne seo agus ba ch\u00f3ir dom a bheith ag smaoineamh ar an l\u00edne seo a sheasann m\u00e9 ar an l\u00edne seo. Is \u00e9 an treibh at\u00e1 acu n\u00e1 2:33 an cine\u00e1l sin de na ruda\u00ed at\u00e1 \u00e1 r\u00e1 agat [pb] Um go maith go bhfaigheann siad a fine bunaithe ar ch\u00fais mhor\u00e1lta chun a chreidi\u00faint ann go bhfeicfidh m\u00e9 amhlaidh 2:40 Beidh daoine ag smaoineamh ar an rud a chialla\u00edonn s\u00e9 d\u00f3ibh a bheith ina dhuine maith agus ansin go n-ail\u00edneoidh siad a gcuid muin\u00edne agus go mbeidh an t-aib\u00edocht i dtuaslag\u00e1n na mban agus go bhfuil an t-eolas is fearr i gceist leis an gcreideamh a bhfuil an t-eolas ag an mbrath\/ 2:59 a sheasamh agus is eisp\u00e9ireas iontach \u00e9 mar sin 3:04 Seo cuid de na ruda\u00ed eile a d'fhoghlaim m\u00e9 ceann de na ruda\u00ed agus rinneamar \u00e9 in\u00e1r n -eipid\u00e9imeola\u00edocht sr\u00e1ide 3:10 Cleachtadh go bhfuil t\u00fa ag iarraidh go n -\u00e9ireoidh le duine a dh\u00edspreagadh go l\u00e1idir agus go n -aonta\u00edonn t\u00fa go n -\u00e9ireoidh linn go n -\u00e9ireoidh le duine a dh\u00edspreagadh go l\u00e1idir. Ceapann siad go bhfuil an duine eile ag an duine eile chun an post sin a shealbh\u00fa agus 3:24 Iarrfaimid ar an duine mar a dh\u00e9anaimid duit cad \u00e9 an ch\u00fais is fearr leat a chreidi\u00faint go bhfuil an ch\u00fais is fearr agat leis an gc\u00fais is fearr leat 3:30 a bheith dl\u00edthi\u00fail sa ch\u00e9ad r\u00e1ithe a cheapann t\u00fa go bhfuil t\u00fa ag smaoineamh ar an gc\u00fais is fearr leat 3:38 a fheice\u00e1il go bhfuil t\u00fa ag smaoineamh go bhfuil t\u00fa i mo thuairimse, an bhfuil t\u00fa i mo thuairimse, go bhfuil t\u00fa i mo thuairimse, Um neamhsple\u00e1chas coirp do 3:49 mn\u00e1 neamhsple\u00e1chas coirp do mhn\u00e1 is neamhsple\u00e1chas coirp \u00e9 do mhn\u00e1 nach bhfuil 3:55 Abair cad \u00e9 an saghas cine\u00e1l de chine\u00e1l n\u00f3 yeah uh an bhfuil s\u00e9 bod 4:02 Autonomy yes is \u00e9 an rud is fearr le go dtaispe\u00e1nfaidh s\u00e9 go bhfuil s\u00e9 in aghaidh an tsl\u00ed a bhfuil an t -eolas agat i gc\u00e1s go bhfuil an t -uathriail ar an gc\u00e9ad dul s\u00edos. Timester Is 4:12 an saol neamhchiontach \u00e9 a mhar\u00fa go bhfuil s\u00e9 ceart go dt\u00ed 4:21 m\u00e9id uh yeah I mo thuairimse go bhfuil s\u00e9 sin ceart go leor mar sin 4:27 T\u00e1 s\u00e9 seo den scoth mar sin go dtuigeann t\u00fa \u00e9 agus go dtuigeann t\u00fa go bhfuil t\u00fa ag aont\u00fa go ceart go leor. Grab 4:46 Cad iad na ruda\u00ed a th\u00f3gfadh s\u00e9 ort cad \u00e9 a chaithfeadh s\u00ed a insint duit n\u00f3 t\u00fa 4:54 Ceist an cheist ch\u00e9anna a chur ort ach go gcreideann m\u00e9 go bhfuil an t -ainm agam ar a bhfuil m\u00e9 i mo thuairimse go bhfuil m\u00e9 i mo thuairimse. Absolutist 5:11 Seasamh C\u00e9 acu agus b'fh\u00e9idir nach bhfuil a fhios agam \u00e9 seo ach is \u00e9 sin gur ch\u00f3ir go mbeadh leanbh sa bhroinn i gc\u00f3na\u00ed n\u00f3 \u00e1fach, m\u00e1s mian leat \u00e9 a rang\u00fa i gc\u00f3na\u00ed, ba ch\u00f3ir go dtabharfa\u00ed \u00e9 i gc\u00f3na\u00ed. Aontaigh cad \u00e9 an p\u00edosa faisn\u00e9ise agus ar\u00eds eile t\u00e1im chun na ceisteanna c\u00e9anna a chur ort yeah 5:44 Mar sin ceart go leor t\u00e1im ag dul chugat ar dt\u00fas mar sin cad a chaithfe\u00e1 a fhoghlaim chun bogadh y<\/br.><\/p>\n\n

An dteipeann ar an gc\u00f3ras oideachais smaointeoireacht chritici\u00fail a mh\u00faineadh?<\/h1>\n\n

8:30 faoin tsocha\u00ed n\u00edos leithne [PB] gur theip ar an gc\u00f3ras oideachais daoine \ud83d\udd96 8:37 go bhfuilimid casta mar t\u00e1 a fhios againn go bhfuil 8:42 ann go bhfuil meicn\u00edochta\u00ed simpl\u00ed ann ar f\u00e9idir leat a \u00fas\u00e1id chun cabhr\u00fa le daoine smaoineamh n\u00edos soil\u00e9ire agus n\u00edos critici\u00fala ach n\u00edl siad ag baint \u00fas\u00e1ide as an modh 8:48 go bhfuil siad saor in aisce agus go bhfuil siad ag \u00fas\u00e1id go bhfuil m\u00e9 ag smaoineamh go bhfuil m\u00e9 i mo thuairimse agus go bhfuil m\u00e9 ag smaoineamh go bhfuil m\u00e9 i mo thuairimse agus go bhfuil m\u00e9 saor in aisce. Is \u00e9 cuid de na ruda\u00ed is l\u00fa n\u00e1 go bhfuil na hinstiti\u00faid\u00ed ina muilte id\u00e9 -eola\u00edochta chun an ceann is m\u00f3 a mhacasamhl\u00fa 8:59 id\u00e9 -eola\u00edocht mhor\u00e1lta [FF] agus nach bhfuil t\u00fa ag smaoineamh chomh maith go mb'fh\u00e9idir nach mbeadh daoine ag smaoineamh ar na ruda\u00ed seo i 9:06 aon doimhneacht n\u00f3 sonra\u00ed iontach mar gheall go bhfuil t\u00fa srl. T\u00e9igh go dt\u00ed an -mh\u00f3r a rachaidh siad agus go n -aont\u00f3idh siad go l\u00e1idir n\u00f3 fi\u00fa 9:18 an t -aont\u00fa ionas nach ndearna siad an mhuin\u00edn a chalabr\u00fa go cu\u00ed ina gcreideamh 9:24 leis an bhfianaise ionas go mbeidh siad tar \u00e9is an mhuin\u00edn sa chreideamh thar bhar\u00e1ntas na fianaise [FF] Toisc go bhfuil an tsaincheist is consp\u00f3id\u00ed is d\u00f3ich\u00ed a bheidh ann 9:42 m\u00e1 fheictear duit go bhfuil t\u00fa m\u00edmhor\u00e1lta mura nglacann t\u00fa an seasamh l\u00e1idir n\u00f3 go n -aonta\u00edonn t\u00fa go l\u00e1idir leis an su\u00edomh [pb] n\u00edl m\u00e9 i 9:48 N\u00e1 b\u00ed ag smaoineamh mar sin ach is \u00e9 an rud a cheapann m\u00e9 go bhfuil an t -aon rud ann a thabharfadh an t -aon rud a thabharfainn sa ch\u00e9ad \u00e1it a raibh m\u00e9 i mo leith go raibh m\u00e9 i dTr\u00e9acht i dt\u00fas wand agus d\u2019fh\u00e9adfainn 10:00 tonn a bheith ann, is bre\u00e1 liom a bheith i mo shu\u00ed sa chaoi is go mbeinn in ann na daoine go l\u00e9ir a thiocfadh leis na l\u00ednte a thiocfadh le c\u00e1rta\u00ed Starbucks a thabhairt do dhaoine n\u00f3 rud \u00e9igin ach go gcuirfeadh s\u00e9 sin ar an eolas go bhfuil t\u00fa ag iarraidh go n -\u00e9ireoidh liom go bhfuil m\u00e9 ag iarraidh go n -\u00e9ireodh leis go bhfuil m\u00e9 in ann a bheith ann. I 10:19 Ceapaim go bhfuil s\u00e9 dodh\u00e9anta do dhaoine an cluiche a imirt ar an gcleachtadh nach n -imreodh s\u00e9 sin an 10:26 Is \u00e9 an fhadhb at\u00e1 ann n\u00e1 nach dtiocfaidh roinnt daoine i ngleic le smaointe [kk] agus an bhfuair t\u00fa UH 10:32 aon difr\u00edochta\u00ed ar leith mar gheall ar an gc\u00f3ras oideachais a theipeann ort i dtosach go bhfuil t\u00fa ag caint faoi deara go bhfuil t\u00fa ag caint faoi. Teipeann ort daoine a mh\u00faineadh critici\u00fail 10:44 Smaointeoireacht is ea an cine\u00e1l sin a bh\u00ed i gceist agat n\u00f3 an ndearna m\u00e9 m\u00ed -\u00fas\u00e1id as [pb] yeah go dteipeann air ach go nd\u00e9anaimid briseadh s\u00edos ar an m\u00e9id a theagasc go bhfuil s\u00e9 ag m\u00faineadh 10:57 Socr\u00fach\u00e1in M\u00edni\u00fa ar an Teagasc IT [ Cialla\u00edonn na ruda\u00ed sin go l\u00e9ir mar gheall ar [PB] mar sin t\u00e1 an 11:10 an c\u00e1ili\u00fail ann go bhfuil cumas feals\u00fanachta Mheirice\u00e1 ag tuairisci\u00fa go bhfuil s\u00e9 cos\u00fail le go bhfuil s\u00e9 gan a chuid fadhbanna a bh\u00ed ann 11:17 \u00f3 19991 t\u00e1 s\u00e9 cos\u00fail leis an sainmh\u00edni\u00fa ar an gcritic id\u00e9alach go bhfuil s\u00e9 in ann an rud is fearr a scr\u00edobh agus go bhfuil s\u00e9 in ann an rud is fearr a scr\u00edobh go bhfuil s\u00e9 i gceist go bhfuil s\u00e9 i scr\u00edbhinn go bhfuil s\u00e9 i gceist. Pointe Point 11:29 Ach briseann s\u00e9 ag smaoineamh go critici\u00fail ar scileanna a bhfuil di\u00fascairt dearcaidh air an tacar scileanna go bhfuil s\u00e9 cothrom go leor 11:36 Scileanna bun\u00fasacha a mh\u00faineadh do dhaoine i thart ar 20 uair an chloig m\u00e1 t\u00e1 t\u00fa i nd\u00e1ir\u00edre ag iarraidh \u00e9 a mh\u00faineadh i 11:42 15 B'fh\u00e9idir go mbraithfeadh na dalta\u00ed go bhfuil na dalta\u00ed \u00e1 gcult\u00far ag na dalta\u00ed ach go bhfuil na dalta\u00ed \u00e1 gcult\u00far ag na daoine a bhfuiltear ag s\u00fail leo. toilteanach do chreidimh athbhreithni\u00fa dar liom<\/p>\n\n

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Cuireann Peter Boghossian imn\u00ed mh\u00f3r in i\u00fal san oideachas nua -aimseartha - an teip smaointeoireacht chritici\u00fail a mh\u00faineadh go h\u00e9ifeachtach. Cuireann s\u00e9 in i\u00fal, c\u00e9 go bhfuil na meicn\u00edochta\u00ed chun smaointeoireacht shoil\u00e9ir agus chritici\u00fail a choth\u00fa agus go bhfuil siad inrochtana saor in aisce, go bhfuil siad tearc\u00fas\u00e1idte, rud a fh\u00e1gann go mb\u00edonn easnamh suntasach in\u00e1r dtortha\u00ed oideachais. Tugann Boghossian le fios go bhfuil institi\u00faid\u00ed oideachais tar \u00e9is athr\u00fa a dh\u00e9anamh ar an m\u00e9id a dh\u00e9anann s\u00e9 \"muilte id\u00e9 -eola\u00edochta,\" a dh\u00e9anann id\u00e9 -eola\u00edocht mhor\u00e1lta ceannasach at\u00e1irgeadh go pr\u00edomha seachas smaointeoir\u00ed neamhsple\u00e1cha a choth\u00fa.<\/p>\n\n

Mar sin f\u00e9in, d'fh\u00e9adfadh an easpa smaointeoireachta critici\u00fala a chur i leith \u00e1bhar oideachais n\u00f3 r\u00fan institi\u00faideach an fhadhb a shimpli\u00fa. T\u00e1 s\u00e9 r\u00edth\u00e1bhachtach machnamh a dh\u00e9anamh ar an dinimic sh\u00f3isialta n\u00edos leithne at\u00e1 ag s\u00fagradh, go h\u00e1irithe an tionchar a bh\u00edonn ag idirghn\u00edomha\u00edochta\u00ed piara\u00ed ar oideachas foirmi\u00fail. Is minic a bh\u00edonn mic l\u00e9inn ag teacht leis na foircinn a fheictear ina dtimpeallachta\u00ed s\u00f3isialta, a mh\u00fanla\u00edonn n\u00edos m\u00f3 agus n\u00edos m\u00f3 n\u00e1 \u00e1bhar polaraithe agus sensational ard\u00e1in cos\u00fail leis na me\u00e1in sh\u00f3isialta. Is f\u00e9idir leis an timpeallacht seo a dtuairim agus a l\u00e9iri\u00fa smaointe a sceitheadh, rud a fh\u00e1gann go nglacfaidh siad le su\u00edomhanna tromch\u00faiseacha gan fianaise n\u00f3 taith\u00ed chr\u00edochn\u00fail a bhun\u00fa.<\/p>\n\n

D\u00e9anann Boghossian idirdheal\u00fa idir scileanna smaointeoireachta critici\u00fala - cos\u00fail le t\u00e1tal agus meast\u00f3ireacht - agus di\u00fascairt\u00ed critici\u00fala, mar shampla an oscailteacht chun creidimh duine athbhreithni\u00fa. Tugann s\u00e9 faoi deara, c\u00e9 go bhfuil scileanna in -th\u00edolactha agus in -th\u00e1st\u00e1la tr\u00ed mhodhanna traidisi\u00fanta oideachais, go bhfuil di\u00fascairt\u00ed n\u00edos d\u00fashl\u00e1na\u00ed chun iad a choth\u00fa go f\u00f3ill ach t\u00e1 s\u00e9 riachtanach do smaointeoireacht chritici\u00fail f\u00edor. Leagann an \u00e9agothroime seo b\u00e9im ar shaincheist bhun\u00fasach: n\u00ed g\u00e1 go mbeadh scileanna smaointeoireachta critici\u00fala iontu agus iad a \u00fas\u00e1id go cr\u00edonna n\u00f3 go heitici\u00fail. Gan na di\u00fascairt\u00ed cu\u00ed, is f\u00e9idir na scileanna seo a mh\u00eddh\u00edlsi\u00fa, claonta\u00ed a threisi\u00fa seachas d\u00fashl\u00e1n a thabhairt d\u00f3ibh.<\/p>\n\n

Iarrann anail\u00eds seo machnamh n\u00edos doimhne ar conas is f\u00e9idir linn scileanna agus di\u00fascairt\u00ed smaointeoireachta critici\u00fala a chomhth\u00e1th\u00fa n\u00edos fearr in\u00e1r gcleachtais oideachais. Tugann s\u00e9 d\u00fashl\u00e1n d\u00fainn freisin machnamh a dh\u00e9anamh ar an tionchar a bh\u00edonn ag tionchair shocha\u00edocha agus ar bhr\u00fanna piara\u00ed ar \u00e9ifeachtacht \u00e1r n-iarrachta\u00ed oideachais maidir le daoine at\u00e1 cruinn, ag smaoineamh go critici\u00fail a choth\u00fa.<\/p>\n\n

Is minic a l\u00e9ir\u00edonn seasamh Boghossian sc\u00e9al n\u00edos leithne at\u00e1 d\u00edrithe ar iontaoibh an phobail institi\u00faid\u00ed seanbhunaithe, go h\u00e1irithe cinn oideachais. T\u00e1 an sc\u00e9al seo n\u00edos l\u00fa faoi l\u00e9irmheas f\u00edor ar an gcaoi a bhfeidhm\u00edonn oideachas agus n\u00edos m\u00f3 faoi \u00e9 a l\u00e9iri\u00fa mar go bhfuil s\u00e9 lochtach go bun\u00fasach n\u00f3 go bhfuil s\u00e9 truaillithe \u00f3 thaobh id\u00e9 -eola\u00edochta de. T\u00e1 an f\u00edor -mheabhlaireacht ar an gcaoi a nd\u00e9antar na c\u00e1ineadh seo a chumadh chun a r\u00e1 go bhfuil institi\u00faid\u00ed pr\u00edomhshrutha cos\u00fail le seomra\u00ed macalla id\u00e9 -eola\u00edocha, agus neamhaird \u00e1 dh\u00e9anamh ar na seice\u00e1lacha, na hiarmh\u00e9ideanna agus na pr\u00f3isis chreidi\u00fanaithe at\u00e1 ann go beacht chun cosc \u200b\u200ba chur ar chlaontachta\u00ed den s\u00f3rt sin fr\u00e9amh a chur.<\/p>\n\n

Is \u00ed an \u00edor\u00f3in, agus an baol, go bhfuil Peterson agus figi\u00fair\u00ed comhchos\u00fala ag t\u00f3g\u00e1il institi\u00faid\u00ed comhthreomhara - cos\u00fail le Acadamh Peterson - nach bhfuil na cosaint\u00ed seo acu go hioml\u00e1n. Murab ionann agus institi\u00faid\u00ed creidi\u00fanaithe, a chaithfidh clo\u00ed le caighde\u00e1in sl\u00e1ine acad\u00fail, athbhreithni\u00fa piara\u00ed, agus maoirseacht, is minic a oibr\u00edonn na samhlacha malartacha seo i bhfol\u00fas cuntasachta. Crutha\u00edonn an easpa maoirseachta seo talamh torth\u00fail le haghaidh claonta\u00ed neamhsheice\u00e1ilte agus slant id\u00e9 -eola\u00edoch chun borradh a chur faoi, fad is a bh\u00edonn siad ag magadh mar dh\u00eddean \u00f3 theipeanna ceaptha an ch\u00f3rais thraidisi\u00fanta. Go bun\u00fasach, n\u00ed hamh\u00e1in go bhfuil siad ag teacht le lochtanna; Is timpeallachta\u00ed innealt\u00f3ireachta iad inar f\u00e9idir leis na lochtanna sin a bheith rath\u00fail, gan a bheith fillte i gclaonadh an athch\u00f3irithe oideachais. Is \u00e9 at\u00e1 i gceist leis an mbaint d'aon ghn\u00f3, at\u00e1 cl\u00f3ite i dteanga na saoirse agus na meon frithbhunaithe, ach freastala\u00edonn s\u00e9 ar fh\u00edrinne f\u00edor-fhiosr\u00fach\u00e1in chritici\u00fail.<\/p>\n\n

M\u00e9ada\u00edonn na meicn\u00edochta\u00ed f\u00f3gra\u00edochta an dallamull\u00f3g seo. N\u00edl an tsaincheist ach go dtaispe\u00e1nann na hard\u00e1in f\u00f3gra\u00ed - is \u00e9 sin go bhfuil an l\u00edne idir \u00e1bhar org\u00e1nach agus cur chun cinn insinte \u00edoctha beagnach dofheicthe. Is minic a mhaola\u00edonn na f\u00f3gra\u00ed seo mar phoist n\u00f3 d\u00edosp\u00f3ireachta\u00ed d\u00e1ir\u00edre, ag cur tuairim\u00ed faoi thr\u00e1cht an phobail. N\u00ed bhaineann s\u00e9 seo le t\u00e1irg\u00ed a dh\u00edol; Baineann s\u00e9 le smaointe, sc\u00e9alta, agus claonta\u00ed a dh\u00edol nach bhf\u00e9adfadh tarraingt a fh\u00e1il go horg\u00e1nach. Cinnt\u00edonn an gn\u00edomh chun \u00edoc as infheictheacht go bhfuil na dearca\u00ed seo chun tosaigh, rud a chrutha\u00edonn r\u00e9altacht choime\u00e1daithe at\u00e1 colscartha \u00f3 dhiosc\u00farsa d\u00e1ir\u00edre.<\/p>\n\n

Labhra\u00edonn an mboilgeog f\u00f3gra\u00edochta seo go h\u00e9ifeachtach id\u00e9 -eola\u00edocht isteach sa r\u00e9imse poibl\u00ed, rud a ligeann do sc\u00e9alta at\u00e1 craf\u00e1ilte go c\u00faramach chun ins\u00edothl\u00fa a dh\u00e9anamh faoin radar, ag seachaint an ghrinnscr\u00fadaithe chritici\u00fail a d'fh\u00e9adfadh a bheith os comhair smaointe org\u00e1nacha. Is cine\u00e1l c\u00fabl\u00e1la caolch\u00faiseach f\u00f3s \u00e9, \u00e1it a bhfuil an chuma air gur comhdhearcadh poibl\u00ed \u00e9, i nd\u00e1ir\u00edre, propaganda at\u00e1 deartha go m\u00f3r chun dearctha\u00ed a mh\u00fanl\u00fa agus iontaoibh a \u00eddi\u00fa i noirm bhunaithe.<\/p>\n\n

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11:54 Is \u00e9 sin an ceann is t\u00e1bhachta\u00ed go pearsanta an bhfuil t\u00fa toilteanach do chreidimh athbhreithni\u00fa agus is \u00e9 an fhadhb at\u00e1 ann n\u00e1 go bhfuil s\u00e9 \u00e9asca a th\u00e1st\u00e1il go bhfuil t\u00fa \u00e9asca a th\u00e1st\u00e1il m\u00e1 t\u00e1 s\u00e9 \u00e9asca a th\u00e1st\u00e1il go bhfuil t\u00fa in ann \u00e9 a th\u00e1st\u00e1il, is f\u00e9idir leat \u00e9 a th\u00e1st\u00e1il n\u00f3 is f\u00e9idir leat a th\u00e1st\u00e1il i nd\u00e1ir\u00edre. T\u00e1 na di\u00fascairt\u00ed deacair ach seo an rud a fhaighim go hioml\u00e1n 12:22 suimi\u00fail m\u00e1 t\u00e1 an tacar scileanna agat ach nach bhfuil an di\u00fascairt agat 12:28 i nd\u00e1ir\u00edre chun staid epistemic a dh\u00e9anamh n\u00f3 do ch\u00e1s eolais n\u00edos measa \u270b [kk] yes<\/p>\n\n

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T\u00e1 s\u00e9 ind\u00e9anta ach gan a bheith cinnte, is f\u00e9idir le d\u00e9anamh amhlaidh claonta\u00ed eile a fhormh\u00e9ad\u00fa tr\u00ed chlaonadh deimhnithe a \u00fas\u00e1id faoi r\u00e9as\u00fana\u00edocht spreagtha agus smaointeoireacht at\u00e1 cliste, rud a fh\u00e9adann na freagra\u00ed m\u00edchearta a chur chun cinn.<\/p>\n\n

Is pointe critici\u00fail \u00e9 dearbh\u00fa Boghossian gur f\u00e9idir le scileanna critici\u00fala a bheith acu gan na meonta comhfhreagracha \"staid eipid\u00e9imeach\" a dh\u00e9anamh n\u00edos measa. Baineann s\u00e9 le baol caol ach forleatach: an mh\u00ed-\u00fas\u00e1id fh\u00e9ideartha de scileanna smaointeoireachta critici\u00fala chun creidimh a bh\u00ed ann cheana a chosaint seachas d\u00fashl\u00e1n a thabhairt d\u00f3ibh. Go bun\u00fasach, is f\u00e9idir le duine a bhfuil a fhios aige conas arg\u00f3int a dh\u00e9anamh go maith ach nach bhfuil an toilteanas aige a dtoimhd\u00ed f\u00e9in a cheisti\u00fa a bheith cumasach ar laofachta\u00ed a chu\u00edch\u00f3iri\u00fa seachas iad a sh\u00e1r\u00fa.<\/p>\n\n

Mar sin f\u00e9in, is fi\u00fa b\u00e9im a leagan ar an m\u00e9id a tharla\u00edonn an mh\u00ed -\u00fas\u00e1id seo - braitheann s\u00e9 go m\u00f3r ar an gcomhth\u00e9acs agus ar n\u00f3sanna cogna\u00edocha n\u00edos leithne an duine aonair. D'fh\u00e9adfadh na scileanna critici\u00fala feidhmi\u00fa mar uirlis\u00ed chun r\u00e9as\u00fana\u00edocht spreagtha a threisi\u00fa, \u00e1it a n -\u00fas\u00e1idtear smaointeoireacht chliste chun cosaint a dh\u00e9anamh seachas a fh\u00e1il amach. Is f\u00e9idir leis an dinimic seo an duine aonair at\u00e1 oilte go hintleacht\u00fail ach a bheith an -docht go di\u00fascartha at\u00e1 an -fhrithsheasmhach in aghaidh athr\u00fa, agus is minic a bh\u00edonn a gcuid eolais ag dul i ngleic le laofachta\u00ed at\u00e1 ann cheana f\u00e9in. \u270b Is cine\u00e1l stuama epistemic \u00e9 a dh\u00e9anann masquerades mar r\u00e9as\u00fantacht.<\/p>\n\n

T\u00e1 an fhadhb seo an-gh\u00e9ar i dtimpeallachta\u00ed ina mb\u00edonn daoine i gc\u00f3na\u00ed nochta do \u00e1bhar coime\u00e1daithe a thagann lena dtuairim\u00ed a bh\u00ed ann cheana-a thugann le fios go bhfuil na halgartaim sna me\u00e1in sh\u00f3isialta agus na seomra\u00ed macalla. D'fh\u00e9adfadh an tacar scileanna smaointeoireachta critici\u00fala, i gcomhth\u00e9acsanna den s\u00f3rt sin, a bheith ag feidhmi\u00fa mar aimplitheoir de laofachta\u00ed duine seachas mar uirlis chun iad a dh\u00edch\u00f3ime\u00e1il. Gan an di\u00fascairt chun creidimh athbhreithni\u00fa, is f\u00e9idir le daoine titim go h\u00e9asca isteach sa ghaiste de chlaontacht deimhnithe, ag baint \u00fas\u00e1ide as a gcumas anail\u00edseach chun an m\u00e9id a bhfuil a fhios acu cheana f\u00e9in a bhail\u00edocht\u00fa go roghnach seachas chun ini\u00fachadh a dh\u00e9anamh ar na ruda\u00ed nach bhfuil siad.<\/p>\n\n

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12:34 Is \u00e9 an rud t\u00e1bhachtach an di\u00fascairt \ud83e\uddd8 Agus t\u00e1 ruda\u00ed cos\u00fail le fardal di\u00fascartha smaointeoireachta critici\u00fail California 12:41 \u00e1it ar f\u00e9idir linn t\u00e1st\u00e1il a dh\u00e9anamh air ach gur f\u00e9idir le daoine \u00e9 a cheat agus \u00e9 a chluiche agus a lu\u00ed faoi ach n\u00ed f\u00e9idir leat a th\u00e1st\u00e1il i nd\u00e1ir\u00edre. Cuirim ceist orthu agus deir siad nach bhfuil m\u00e9 12:59 a fhios againn mar a rinne muid inniu deirim gur freagra iontach \u00e9 sin is freagra maith \u00e9 i gc\u00f3na\u00ed nach bhfuil a fhios agam gur freagra iontach \u00e9 agus nuair a iarraim ceist mura bhfuil a fhios agam 13:06 Athr\u00f3idh m\u00e9 mo mhata n\u00f3 deirim nach bhfuil a fhios agam go bhfuil m\u00e9 ag smaoineamh ar na hiompra\u00edochta\u00ed sin do dhaoine eile ach go bhfuil an D\u00e1ileadh a chur i bhfeidhm. Gach rud le rannph\u00e1irt\u00edocht saol i socha\u00ed shibhialta sibhialta chun saol istigh frithchaiteach 13:24<\/p>\n\n

Conas a mh\u00faineann Peter smaointeoireacht chritici\u00fail<\/h1>\n\n

13:30 Ag smaoineamh a d\u00fairt t\u00fa i 15 uair an chloig an bhfuil roinnt pr\u00edomhchoincheapa ann [PB] T\u00e1 s\u00e9 i bhfad i 13:35 gach t\u00e9acsleabhar is f\u00e9idir leat smaoineamh air \ud83e\udd0f Cad \u00e9 an chaoi a bhfuil s\u00e9 n\u00edos l\u00fa m\u00edcheart n\u00edos minice mar sin conas a<\/p>\n\n

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Glaofaidh m\u00e9 ar an \"claontacht t\u00fair Eabhair\" seo mar is gn\u00e1ch go mb\u00edonn t\u00e9acsleabhair n\u00edos cos\u00fala le liosta f\u00edric\u00ed. Bheadh \u200b\u200bs\u00e9 n\u00edos cruinne a r\u00e1 gur leabhar staire \u00e9 gach t\u00e9acsleabhar, n\u00e1 mar at\u00e1 s\u00e9 le r\u00e1 go bhfuil siad go l\u00e9ir faoi smaointeoireacht chritici\u00fail. D\u00e1 mba rud \u00e9 go raibh s\u00e9 mar sin, n\u00ed bheadh \u200b\u200borainn an oiread sin iarrachta\u00ed breise a dh\u00e9anamh chun scileanna smaointeoireachta critici\u00fala a mh\u00faineadh do dhaoine. Is \u00e9ard at\u00e1 i gceist le smaointeoireacht chritici\u00fail n\u00e1 n\u00ed hamh\u00e1in go bhfuil a fhios agat cad \u00e9 an fallacy ach tuiscint a fh\u00e1il ar conas an t-eolas sin a chur i bhfeidhm i gcomhth\u00e9acsanna \u00e9ags\u00fala agus f\u00edor-dhomhanda, nach f\u00e9idir le t\u00e9acsleabhair amh\u00e1in aghaidh a thabhairt orthu go hioml\u00e1n.<\/p>\n\n

F\u00e9achann dearbh\u00fa Boghossian gur f\u00e9idir smaointeoireacht chritici\u00fail a mh\u00faineadh i 15 uair an chloig, go pr\u00edomha tr\u00ed fhoghlaim t\u00e9acsleabhair, ar n\u00e1d\u00far riachtanach na smaointeoireachta critici\u00fala mar chleachtas, n\u00ed hamh\u00e1in rialacha chun cuimhneamh orthu. C\u00e9 go bhf\u00e9adfadh t\u00e9acsleabhair fallacies loighci\u00fail agus claonta\u00ed cogna\u00edocha a chl\u00fadach, teasta\u00edonn i bhfad n\u00edos m\u00f3 n\u00e1 teagasc acad\u00fail an pr\u00f3iseas chun an t-eolas seo a chomhth\u00e1th\u00fa i gcinnteoireacht f\u00edor-saoil-\u00e9il\u00edonn s\u00e9 taith\u00ed bheo, cleachtas treoraithe, agus di\u00fascairt at\u00e1 toilteanach d\u00fashl\u00e1n a thabhairt d\u00e1 choncl\u00faid\u00ed f\u00e9in.<\/p>\n\n

T\u00e1 an coincheap gur f\u00e9idir smaointeoireacht chritici\u00fail a dhriogadh s\u00edos go \"a bheith n\u00edos l\u00fa m\u00edcheart n\u00edos minice\" agus go bhfuil s\u00e9 ag aithint fallacies cabhrach ach neamhioml\u00e1n. Baineann smaointeoireacht chritici\u00fail le pr\u00f3isis r\u00e9as\u00fana\u00edochta agus meast\u00f3ireachta fianaise mar at\u00e1 s\u00e9 faoi na tortha\u00ed (i.e. concl\u00faid\u00ed cearta). Baineann s\u00e9 freisin leis an di\u00fascairt chun claonta\u00ed an duine f\u00e9in a cheisti\u00fa agus chun creidimh duine athbhreithni\u00fa i bhfianaise fianaise nua n\u00f3 frith -mh\u00edreanna l\u00e1idre, gn\u00e9ithe nach bhf\u00e9adfa\u00ed a chur in i\u00fal go h\u00e9ifeachtach tr\u00ed th\u00e9acsleabhair amh\u00e1in. Laghda\u00edonn an pheirspict\u00edocht seo smaointeoireacht chritici\u00fail a chailleann na sraitheanna n\u00edos doimhne de humility intleacht\u00fail, de mheon oscailte, agus de mhisneach chun aghaidh a thabhairt ar fh\u00edrinn\u00ed m\u00edchompordacha. N\u00edl i gceist le smaointeoireacht chritici\u00fail ach lochtanna aimsi\u00fa in arg\u00f3int\u00ed; Baineann s\u00e9 le meon a fhorbairt at\u00e1 fiosrach, amhrasach faoi fhreagra\u00ed \u00e9asca, agus tiomanta do fh\u00e9inmhachnamh lean\u00fanach.<\/p>\n\n

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13:42 Sainaithin Fallacy Mar sin f\u00e9ach go bhfuil dh\u00e1 rud againn a theasta\u00edonn uainn a dh\u00e9anamh ba mhaith linn a chreidi\u00faint go bhfuil ruda\u00ed n\u00edos f\u00edor agus a chreidi\u00faint 13:48 n\u00edos l\u00fa ruda\u00ed br\u00e9agacha ach is minic a bh\u00edonn siad sin i gcoimhlint lena ch\u00e9ile \ud83d\udc40 mar sin cad a dh\u00e9anaimid 13:54 DO Is \u00e9 an rud is f\u00e9idir leat a dh\u00e9anamh. Fallacies ach d\u00e9anfaidh daoine dearmad ar na hainmneacha ach is \u00e9 an rud a dh\u00e9anaim iarracht i gc\u00f3na\u00ed nuair a bh\u00ed m\u00e9 14:08 ag m\u00faineadh n\u00e1 coincheap a leith\u00e9id a thabhairt d\u00f3ibh an f\u00e9idir leat a mh\u00edni\u00fa i mB\u00e9arla simpl\u00ed cad \u00e9 an fhadhb cos\u00fail le cad \u00e9 an fhadhb 14:14 anseo agus cuimhin leo uaireanta go mbeidh t\u00fa ag cur isteach ar do shaol go bhfuil t\u00fa ag cur isteach ar do shaol. do chaidrimh Beidh gach rud n\u00edos fearr m\u00e1s f\u00e9idir leat a bheith n\u00edos l\u00fa m\u00edcheart n\u00edos minice [kk] ag teacht ar ais go dt\u00ed an cheist oideachais 14:32 a chuir m\u00e9 ceist ort cad a bh\u00ed m\u00e9 ag iarraidh a fh\u00e1il<\/p>\n\n

Teipeanna gn\u00edomhacha san oideachas<\/h1>\n\n

14:38 T\u00e1 teip \u00e9ighn\u00edomhach agus teip ghn\u00edomhach mar sin teip \u00e9ighn\u00edomhach mar sin teipeann orainn smaointeoireacht chritici\u00fail p\u00e1ist\u00ed a mh\u00faineadh do na p\u00e1ist\u00ed 14:45 Is \u00e9 an teip ghn\u00edomhach nuair a mh\u00faineann t\u00fa ruda\u00ed at\u00e1 m\u00edcheart i nd\u00e1ir\u00edre agus a dh\u00e9anann ruda\u00ed n\u00edos measa \ud83d\udebc [PB] Is \u00e9 sin an sc\u00e9al<\/p>\n\n

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l\u00e9irmheas ar chur chuige Boghossian: <\/strong><\/p>\n\n

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  1. B\u00e9im ar thuiscint phraitici\u00fail ar th\u00e9arma\u00edocht: <\/strong> Cuireann Boghossian b\u00e9im ar chomhcheangal oideachais: cuimhneamh ar th\u00e9arma\u00edocht (cos\u00fail le fallacies sonracha) gan tuiscint dhomhain ar na coincheapa at\u00e1 taobh thiar d\u00f3ibh. Tr\u00ed mh\u00edni\u00fa simpl\u00ed B\u00e9arla a spreagadh ar fhadhbanna, aistr\u00edonn s\u00e9 an f\u00f3cas \u00f3 fhoghlaim r\u00f3ta go cur i bhfeidhm praitici\u00fail. Cuid\u00edonn an modh seo le scileanna smaointeoireachta critici\u00fala a leab\u00fa n\u00edos \u00e9ifeachta\u00ed toisc go nascann s\u00e9 foghlaim le comhth\u00e9acsanna agus tortha\u00ed f\u00edor-saoil, rud a fh\u00e1gann go bhfuil s\u00e9 n\u00edos \u00e1bhartha agus n\u00edos inchoime\u00e1dta. Mar sin f\u00e9in, t\u00e1 baol ann go mbraitheann t\u00fa ar mh\u00ednithe \u201csimpl\u00ed B\u00e9arla\u201d gan an t\u00e9arma\u00edocht a ghabhann leis go bhf\u00e9adfadh r\u00f3 -shimpli\u00fa a bheith mar thoradh air. C\u00e9 go nd\u00e9anann teanga shimpl\u00ed coincheapa n\u00edos inrochtana, t\u00e1 baol ann go gcaillfidh s\u00e9 an cruinneas a shol\u00e1thra\u00edonn t\u00e9arma\u00ed speisialaithe. N\u00ed b\u00e9arlagair acad\u00fail amh\u00e1in iad ainmneacha na fallacies; Feidhm\u00edonn siad mar ghearrscr\u00edbhinn le haghaidh earr\u00e1id\u00ed loighci\u00fala casta, rud a ligeann do smaointeoir\u00ed fadhbanna casta aithint agus a chur in i\u00fal go tapa i r\u00e9as\u00fana\u00edocht. N\u00ed bhaineann an tsaincheist le t\u00e9arma\u00ed a mheabhr\u00fa; Baineann s\u00e9 le tuiscint a fh\u00e1il ar a bhf\u00f3ntas mar uirlis\u00ed i bhfoireann uirlis\u00ed an smaointeoir critici\u00fail. Nuair a laghda\u00edtear smaointeoireacht chritici\u00fail go dt\u00ed smaoineamh doil\u00e9ir ar \u201cspot\u00e1il na ruda\u00ed at\u00e1 m\u00edcheart,\u201d gan an strucht\u00far a shol\u00e1thra\u00edonn an t\u00e9arma\u00edocht, d'fh\u00e9adfadh s\u00e9 rannph\u00e1irt\u00edocht shuntasach a chur chun cinn gan chuimhneamh le harg\u00f3int\u00ed casta. F\u00e9adann s\u00e9 seo a bheith mar thoradh ar ch\u00e1sanna ina motha\u00edonn daoine aonair go bhfuil siad feistithe gan an loighic n\u00edos doimhne ag s\u00fagradh a thuiscint go hioml\u00e1n. T\u00e1 cothroma\u00edocht le dul ar stailc idir coincheapa a dh\u00e9anamh sochaideartha agus a nd\u00e9ine intleacht\u00fail a chaomhn\u00fa, ag cinnti\u00fa nach n -aithn\u00edonn foghlaimeoir\u00ed ach earr\u00e1id\u00ed ach gur f\u00e9idir leo a chur in i\u00fal c\u00e9n f\u00e1th a mbaineann na hearr\u00e1id\u00ed sin i gcomhth\u00e9acs r\u00e9as\u00fana\u00edocht fh\u00f3nta.<\/li>\n\n\n\n
  2. Ceangal le sochair phearsanta agus phobail: <\/strong> Is spreagadh cumhachtach \u00e9 an cumas chun smaoineamh go critici\u00fail le sochair phearsanta agus socha\u00edocha (cos\u00fail le borradh feabhsaithe daonna agus caidrimh phobail n\u00edos fearr). N\u00ed hamh\u00e1in go m\u00faineann an cur chuige seo do na dalta\u00ed conas smaoineamh ach c\u00e9n f\u00e1th go bhfuil s\u00e9 t\u00e1bhachtach, ag coth\u00fa rannph\u00e1irt\u00edocht n\u00edos doimhne leis an \u00e1bhar agus a impleachta\u00ed don saol laeth\u00fail. Is spreagadh l\u00e1idir \u00e9 smaointeoireacht chritici\u00fail a nascadh le gn\u00f3thachain phearsanta agus socha\u00edocha, ach t\u00e1 l\u00edne bhre\u00e1 ann idir f\u00edor-thuiscint a chur chun cinn agus achomharc a dh\u00e9anamh ar fh\u00e9inleas ar bhealach a sceitheann bunsraitheanna eitici\u00fala r\u00e9as\u00fana\u00edochta critici\u00fala. C\u00e9 go sol\u00e1thra\u00edonn cur chuige Boghossian - ag nascadh smaointeoireacht chritici\u00fail le caidrimh phearsanta agus caidrimh phobail feabhsaithe - dreasacht in -aistrithe, t\u00e1 s\u00e9 i mbaol smaointeoireacht chritici\u00fail a chumadh mar scil idirbhearta\u00edochta seachas mar oibleag\u00e1id eitici\u00fail. Is f\u00e9idir leis an gcoincheap go nd\u00e9anfaidh smaointeoireacht chritici\u00fail \u201cdo shaol a dh\u00e9anamh n\u00edos fearr\u201d a bheith ina fhadhb m\u00e1 spreagann s\u00e9 r\u00e9as\u00fana\u00edocht roghnach. I gcult\u00far tomhalt\u00f3ra, nuair a dh\u00e9antar luach a thomhas go minic i ngn\u00f3thachan pearsanta, n\u00ed fh\u00e9adfaidh smaointeoireacht chritici\u00fail a shu\u00edomh go pr\u00edomha mar bhealach chun f\u00e9infheabhs\u00fach\u00e1in daoine a spreagadh chun na scileanna seo a \u00fas\u00e1id ach amh\u00e1in nuair a th\u00e9ann s\u00e9 chun tairbhe d\u00f3ibh go d\u00edreach, seachas mar thiomantas don fh\u00edrinne agus don sl\u00e1ine intleacht\u00fail. T\u00e1 an ghn\u00e9 eitici\u00fail den smaointeoireacht chritici\u00fail - a luach\u00e1il ar a son f\u00e9in agus cult\u00far fiosr\u00fach\u00e1in oscailte a choth\u00fa - riachtanach agus ba ch\u00f3ir b\u00e9im a leagan air taobh leis na sochair phearsanta agus phobail.<\/li>\n\n\n\n
  3. idirdheal\u00fa idir teipeanna \u00e9ighn\u00edomhacha agus gn\u00edomhacha san oideachas: <\/strong> Tugann an difre\u00e1il idir teipeanna \u00e9ighn\u00edomhacha agus gn\u00edomhacha l\u00e9argas m\u00f3r ar easnaimh oideachais. Tarla\u00edonn teip \u00e9ighn\u00edomhach nuair nach m\u00faintear smaointeoireacht chritici\u00fail go h\u00e9ifeachtach, ag f\u00e1g\u00e1il neamhn\u00ed. Is \u00e9ard at\u00e1 i gceist le teip ghn\u00edomhach, ar an l\u00e1imh eile, faisn\u00e9is mh\u00edcheart n\u00f3 dh\u00edobh\u00e1lach a theagasc, ag cur go gn\u00edomhach le m\u00edthuiscint\u00ed agus le m\u00eddh\u00edlsi\u00fa eolais. T\u00e1 an t -idirdheal\u00fa seo r\u00edth\u00e1bhachtach chun d\u00fashl\u00e1in oideachais a dhiagn\u00f3isi\u00fa agus aghaidh a thabhairt orthu. T\u00e1 idirdheal\u00fa Boghossian idir teipeanna \u00e9ighn\u00edomhacha agus gn\u00edomhacha l\u00e9irsteanach, ach breathna\u00edonn s\u00e9 ar ghn\u00e9 chritici\u00fail: an r\u00fan at\u00e1 taobh thiar de na teipeanna gn\u00edomhacha seo. Teipeanna gn\u00edomhacha - faisn\u00e9is mh\u00edcheart n\u00f3 dochrach a bheith ag dul i l\u00e9ig - n\u00ed bh\u00edonn siad i gc\u00f3na\u00ed de thaisme n\u00f3 mar thoradh ar neamhinni\u00falacht amh\u00e1in. I gc\u00e1sanna \u00e1irithe, l\u00e9ir\u00edonn siad cl\u00e1ir oibre d'aon ghn\u00f3, \u00e1it a nd\u00e9antar sc\u00e9alta \u00e1irithe a bhr\u00fa chun freastal ar fhoircinn id\u00e9 -eola\u00edocha n\u00f3 pholaiti\u00fala. T\u00e1 s\u00e9 seo le feice\u00e1il go h\u00e1irithe i gcomhth\u00e9acs na n -ard\u00e1n malartach oideachais, cos\u00fail le Peterson Academy, \u00e1it a bhfuil an curaclam coime\u00e1daithe chun l\u00e9argas sonrach domhanda a l\u00e9iri\u00fa nach bhfuil na seice\u00e1lacha dian a fhaightear institi\u00faid\u00ed creidi\u00fanaithe pr\u00edomhshrutha go minic. N\u00ed hamh\u00e1in go mbaineann na teipeanna gn\u00edomhacha seo \u201cm\u00edcheart\u201d; T\u00e1 siad faoi mh\u00fanl\u00fa cusp\u00f3ireach na mbraistint\u00ed agus na gcreideamh a bheith ag teacht le cl\u00e1ir oibre ar leith. Crutha\u00edonn an t -idirghn\u00edomh\u00fa idir oideachas, na me\u00e1in agus id\u00e9 -eola\u00edocht t\u00edrdhreach inar f\u00e9idir le m\u00edfhaisn\u00e9is a bheith rath\u00fail faoi shaoirse intleacht\u00fail. Leagann s\u00e9 seo b\u00e9im ar an t\u00e1bhacht a bhaineann le litearthacht na me\u00e1n agus an mheast\u00f3ireacht chritici\u00fail ar fhoins\u00ed - scill\u00edn\u00ed a th\u00e9ann thar oideachas traidisi\u00fanta ach at\u00e1 ag \u00e9ir\u00ed n\u00edos t\u00e1bhachta\u00ed in\u00e1r ndomhan at\u00e1 idirnasctha go digiteach.<\/li>\n<\/ol>\n\n

    \ud83e\uddd8<\/p><\/a><\/div><\/div>

    <\/div>
    X<\/div>

    [mepr-show rules=\"904661\" ifallowed=\"show\" unauth=\"message\"] Addressing this issue requires a multifaceted strategy:<\/p>\n

    Education on Media Literacy: Teaching individuals, especially young users, to critically evaluate the sources and content of the information they consume on social media. This includes understanding the common tactics used in disinformation campaigns.<\/p>\n

    Promotion of Ethical Online Behavior: Encouraging discussions about ethics in digital spaces can help cultivate a culture of responsibility and integrity online.<\/p>\n

    Regulatory and Platform Accountability: Implementing stricter regulations on social media platforms to detect, label, and reduce the spread of false information, while promoting transparency in the sources of information.<\/p>\n

    Encouraging Diverse Viewpoints: Cultivating an environment where multiple perspectives are valued and explored can help counteract the echo chamber effect that reinforces extreme positions and marginalizes moderate or dissenting voices. [\/mepr-show]<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>\n\n

    Darwinism S\u00f3isialta Teoirici\u00fail Cluiche de ordlathas st\u00edl caste. N\u00ed timpiste \u00e9. Is iad sin na meicn\u00edochta\u00ed bun\u00fasacha a bhaineann leis an gcaoi a leanann na teipeanna seo cine\u00e1l c\u00f3rais caste intleacht\u00fail. N\u00ed hamh\u00e1in gur foth\u00e1irge \u00e9, ach gn\u00e9 strucht\u00farach at\u00e1 deartha chun ordlathais smaoinimh a choinne\u00e1il, \u00e1it nach nd\u00e9antar ach sc\u00e9alta \u00e1irithe a bhail\u00edocht\u00fa agus a mh\u00e9ad\u00fa.<\/p>\n\n

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    14:51 T\u00e1 muid anois le [kk] sin an f\u00e1th a raibh m\u00e9 ag iarraidh [pb] yeah mar sin t\u00e1 muid i staid a bhfuil an eagra\u00edocht fhairsing againn 14:56 Gabh\u00e1il go bhfuil s\u00e9 i mbun seirbh\u00edse do orthodoxy mor\u00e1lta a id\u00e9 -eola\u00edocht ceannasach a th\u00e9ann s\u00e9 tr\u00ed 15:01 Ainmneacha UM Majeet Noah \u00f3 Chumann na n -Oile\u00e1in 'Helen' Helen '' Helen 'Helen' Hewer an Hewer and Hewer an Hewer an Hewer Hewer Hewer an Oile\u00e1in 'An Hewer Oile\u00e1in an Oile\u00e1in' Ach is \u00e9 an smaoineamh at\u00e1 ann n\u00e1 go bhfuil sraith tairiscint\u00ed i 15:13 a chaithfidh a dhearbh\u00fa go bhfuil t\u00fa le hoideachas agus is \u00e9 sprioc an oideora n\u00e1 15:20 chun cabhr\u00fa le dalta\u00ed an rud a deir an t -oideachas\u00f3ir Brasa\u00edle Paolo Ferreri a fhorbairt a deir 'comhfhiosacht chritici\u00fail' mar sin is mian leat go bhforbr\u00f3idh t\u00fa an t -ionsaithe i ngach \u00e1it ar f\u00e9idir leat dul chun cinn a fhorbairt i gcoinne na n -uirlis\u00ed at\u00e1 ag dul i ngleic le cos\u00e1n cos\u00falachta ag an gcos\u00e1n. Gn\u00e9as 15:33 Feasosl\u00fa T\u00e1 s\u00e9 faoi bhr\u00fa beag\u00e1in\u00edn \u00f3 gheilleagar n\u00f3 15:39 B'fh\u00e9idir go bhfuil s\u00e9 i bhfad n\u00edos m\u00f3 n\u00e1 an pholait\u00edocht aitheantais le haghaidh athr\u00f3g eacnama\u00edoch [KK] agus conas a thaispe\u00e1nann s\u00e9 sin nuair a dh\u00e9anann t\u00fa iad seo 15:46 turgnaimh le mic l\u00e9inn an chol\u00e1iste [PB] Oh go bhfuil s\u00e9 go hioml\u00e1n coisneach mar sin beidh an t -aon rud ann mar sin de na ruda\u00ed seo a leanas: Nuair a bh\u00edonn 16:00 Do ED, go h\u00e1irithe institi\u00faid oideachais, ina ghiall ar id\u00e9 -eola\u00edocht 16:05, is iond\u00fail nach ionann an t -eisceacht agus an t -eisceacht seo i gc\u00f3na\u00ed, n\u00ed fhoghlaim\u00edonn t\u00fa 16:13 an taobh eile den tsaincheist agus mar sin nuair nach bhfoghlaim\u00edonn t\u00fa an taobh eile den tsaincheist a bhfuil do mhuin\u00edn agat go bhfuil t\u00fa muin\u00edneach as an bhfulaingt go bhfuil an t -influte agat ar do mhuin\u00edn ar do chuid f\u00e9in de na ruda\u00ed a bhfuil an t -inflate agat sa tsaincheist a bhfuil an t -infture agat ar an gcl\u00f3s an t -\u00e1bhar saor\u00e1nach at\u00e1 agat ar an gcl\u00f3s an t -am ar fad a bhfuil an t -am ar fad agat, an t -infture the Saincheist a bhfuil an t -airgead agat ar an gcl\u00f3s an t -am ar fad a bhfuil an t -am ar fad agat ar an gcl\u00f3s an t -am ar fad a bhfuil an tsaincheist agat sa tsaincheist. Fianaise 16:24 Agus is \u00e9 sin comhchr\u00edochn\u00fa leis an smaoineamh go gcaithfidh t\u00fa a dh\u00e9anamh suas an slack 16:31 Ar bhealach Is f\u00e9idir leo cos ar bolg 16:51 aithint agus athbheochan ach is \u00e9 an rud nach bhfuil \u00e1 dh\u00e9anamh againn n\u00e1 cabhr\u00fa leo luach a chur ar an m\u00e9id at\u00e1 f\u00edor \ud83c\udfaf N\u00edlimid 16:57 ag insint d\u00f3ibh go maith anseo t\u00e1 roghanna eile n\u00f3 anseo t\u00e1 tuairim\u00ed eile agus t\u00e1 t\u00fa i nd\u00e1ir\u00edre go bhfuil an t -eolas seo i gc\u00f3na\u00ed ag d\u00e9anamh go bhfuil t\u00fa i gc\u00f3na\u00ed ag d\u00e9anamh gach rud i gc\u00f3na\u00ed. Chomh luath agus a fh\u00e9adann t\u00fa \u00e9 sin a dh\u00e9anamh ansin is f\u00e9idir leat dul ar aghaidh ar 17:17 chun machnamh a dh\u00e9anamh ar an d\u00f3igh ar ch\u00f3ir duit ceist na Socrates conas ba ch\u00f3ir d\u00fainn \u00e1r saol a chaitheamh mar is f\u00e9idir le saol mor\u00e1lta roinnt cine\u00e1lacha saoil a bheith n\u00edos fearr n\u00e1 mar is f\u00e9idir le fear a bheith \u00e9ag\u00f3rach i dtreo f\u00e9in go bhfuil a fhios agat faoi na ruda\u00ed a leanann t\u00fa i gcreat eipeola\u00edoch. Is \u00e9 an rud a cheapann t\u00fa gurb \u00e9 seo an r\u00e9imse n\u00e1d\u00fartha go l\u00e9ir at\u00e1 ann n\u00f3 an bhfuil r\u00e9imse osn\u00e1d\u00fartha ann n\u00f3 cad a tharla\u00edonn domsa 17:42 Tar \u00e9is dom b\u00e1s<\/p>\n\n

    Claontacht roghn\u00fach\u00e1in i epistemology sr\u00e1ide<\/h1>\n\n

    17:49 An dt\u00e9ann na p\u00e1ist\u00ed seo i dteagmh\u00e1il leis an gcleachtadh ach t\u00e1 a fhios agat na cinn a thagann \u00f3 na hinstiti\u00faid\u00ed seo a gabhadh mar at\u00e1 t\u00fa 17:56 Cuir [pb] Um unre conas a cheapann siad gurb \u00e9 mo ch\u00e9ad imoibri\u00fa n\u00e1 a r\u00e1 go bhfuil s\u00e9 ag iarraidh go bhfuil daoine ag teacht le daoine a thagann chun cinn go bhfuil daoine ag teacht le daoine a thagann go dt\u00ed an l\u00edne mar a thaitn\u00edonn leo. Abair le daoine i n\u00edos m\u00f3 det ceart go leor mar sin t\u00e1imid againn mar sin d\u2019fh\u00e9adfaimis gearrth\u00f3g 18:16 a chur san \u00e1ireamh ach b'fh\u00e9idir nach mbeimis in ann [pb] a bheith ceart go leor mar sin chuaigh \u00e1r gcara Luke amach agus iarracht a dh\u00e9anamh daoine aimsi\u00fa agus bh\u00ed tras -rally 18:23 timpeall an ch\u00fainne agus bh\u00ed daoine i gcleachtadh na ndaoine seo a fhreastala\u00edonn ort i gceart agus tugaim dom a thuilleadh a dh\u00e9anamh agus m\u00e9 ag cur isteach orm agus m\u00e1 t\u00e1 m\u00e9 i mo chumas a dh\u00e9anamh chun iad a dh\u00e9anamh i mo chuid f\u00e9in agus go dtiocfadh liom m\u00e9 a dh\u00e9anamh chun m\u00e9 a dh\u00e9anamh i mo chuid f\u00e9in a dh\u00e9anamh liom i mo chuid f\u00e9in agus go nd\u00e9anfaidh m\u00e9 m\u00e9 a dh\u00e9anamh i mo chuid f\u00e9in. Gheobhaidh t\u00fa n\u00edos m\u00f3 daoine i 20 n\u00f3 30 18:39 n\u00f3im\u00e9ad ag d\u00e9anamh \u00e9 seo n\u00e1 mar a dh\u00e9anf\u00e1 d\u00e1 mbeadh t\u00fa ar an choirn\u00e9al sr\u00e1ide sin go litri\u00fail ar feadh deich mbliana ocht n -uaire an chloig sa l\u00e1 is \u00e9 YouTube at\u00e1 ann ach feithicil at\u00e1 ann anois 18:47 \u00f3n\u00e1r n -ard\u00e1in chomhcheangailte a dh\u00e9anaimid agus go raibh aon cheann de na c\u00faiseanna a bh\u00ed acu ach go raibh aon cheann de na c\u00faiseanna a bh\u00ed acu ar aon cheann de na c\u00faiseanna a raibh aon cheann acu de na c\u00faiseanna a bh\u00ed siad ag aon cheann de na c\u00faiseanna nach raibh aon cheann de na c\u00faiseanna a bh\u00ed aon ch\u00faiseanna a bh\u00ed siad ag T\u00e1 s\u00e9 mar gheall ar 18:59 nach bhfuil oilte go socair acu nach raibh siad oilte chun a gcuid smaointe a chosaint ach mar a bh\u00ed siad cos\u00fail le catechism Chaitliceach n\u00f3 oili\u00faint id\u00e9 -eola\u00edoch Marxist a m\u00faineadh iad 19:13 go bhfuil siad f\u00edor go bhfuil siad ag dul i gcion ar an taobh eile agus go bhfuil siad i nd\u00e1ir\u00edre ag an taobh eile de na daoine sin. Agus mura bhfuil a fhios agat an taobh eile de phost nach f\u00e9idir leat a r\u00e1 19:25 arg\u00f3int nach f\u00e9idir leat na harg\u00f3int\u00ed a bhfuil a fhios agat ceart a fhrisn\u00e9is nach bhfuil s\u00e9 ind\u00e9anta go litri\u00fail go bhfuil s\u00e9 in \u00e9ineacht leis an smaoineamh 19:32 go gcreideann siad go bhfuil an t -intreach i gcomhphl\u00e9 b\u00e1n f\u00e9in n\u00f3 go bhfuil s\u00e9 ag tac\u00fa le caidrimh b\u00e1n agus go bhfuil s\u00e9 i nd\u00e1n do chrannchur b\u00e1n n\u00f3 a dh\u00e9anann an rud a dh\u00e9anann s\u00e9 go hioml\u00e1n agus go bhfuil s\u00e9 i nd\u00e1n do chrannchur b\u00e1n n\u00f3 rud a dh\u00e9anann an rud a dh\u00e9anann s\u00e9 go hioml\u00e1n agus a dh\u00e9anann an rud a dh\u00e9anann an t -insann s\u00e9 go hioml\u00e1n agus a dh\u00e9anann an rud a dh\u00e9anann an t -am ar fad agus a dh\u00e9anann an t -am ar fad. Deir siad seo nuair a bh\u00edonn siad ag d\u00e9anamh an chleachtaidh nuair a thagann siad chun cinn n\u00f3 nuair a dh\u00e9anann siad iarracht arg\u00f3int ar leith a fhrisn\u00e9is mar go mbeidh roinnt daoine sainr\u00e1ite go sainr\u00e1ite faoi gach duine n\u00f3 go mbuailfidh m\u00e9 an chuid is m\u00f3 de na daoine seo le go dtiocfadh an t -am ar fad leis na daoine seo agus go dtiocfadh liom an chuid is m\u00f3 de na daoine seo a bheith agam agus go dtiocfadh liom an chuid is m\u00f3 de na daoine seo a r\u00e1 go bhfuil an chuid is m\u00f3 de na daoine seo a deir an t -am ar fad. Sonraigh \u00e9 seo toisc go bhfuil s\u00e9 seo t\u00e1bhachtach \u00f3 Chol\u00e1iste na St\u00e1t Aontaithe<\/p>\n\n

    Monoculture m\u00fainte i gcol\u00e1ist\u00ed na St\u00e1t Aontaithe<\/h1>\n\n

    20:16 Aois na bp\u00e1ist\u00ed nach bhfuil a fhios ag an gcuid is m\u00f3 d\u00edobh ar champais chol\u00e1iste an taobh eile de 20:22 An seasamh n\u00e1r chuala siad riamh \u00e9 \ud83d\udd0d [FF] agus mar sin institi\u00faid oideachais chomh m\u00f3r le Harvard n\u00f3 [PB] NO<\/p>\n\n

    \n\n

    Agus baineann a l\u00e1n de sin le boilgeoga agus cliques scagtha. I dtimpeallachta\u00ed den s\u00f3rt sin, t\u00e1 nochtadh do pheirspict\u00edochta\u00ed \u00e9ags\u00fala teoranta, agus laga\u00edtear an cumas chun anail\u00eds chritici\u00fail a dh\u00e9anamh ar a seasaimh f\u00e9in. M\u00e9ada\u00edonn boilgeoga scagtha, ar l\u00edne agus as l\u00edne, laofachta\u00ed dearbhaithe agus srian a chur le nochtadh do thuairim\u00ed easaontachta. I su\u00edomhanna oideachais, t\u00e1 na dinimic seo le feice\u00e1il i gcl\u00f3nna s\u00f3isialta a thagann go minic le f\u00e9ini\u00falachta\u00ed id\u00e9 -eola\u00edocha n\u00f3 cult\u00fartha ar leith. Is f\u00e9idir le hatreisi\u00fa na gcreideamh comhroinnte laistigh de na gr\u00fapa\u00ed seo go mbeadh s\u00e9 deacair ar dhaoine aonair dul i ngleic le peirspict\u00edochta\u00ed i gcoinne, as a dtiocfaidh saghas intleacht\u00fail a l\u00e9ir\u00edtear go bhfuil critic\u00ed Boghossian ann.<\/p>\n\n

    T\u00e1 s\u00e9 seo n\u00edos measa mar gheall ar r\u00f3l na me\u00e1n s\u00f3isialta maidir le h\u00e1bhar a mhaol\u00fa a thagann le tuairim\u00ed na n-\u00fas\u00e1ideoir\u00ed a bh\u00ed ann cheana, ag doimhni\u00fa deighilt\u00ed id\u00e9-eola\u00edocha. Is \u00e9 an toradh at\u00e1 air seo n\u00e1 gl\u00fain de mhic l\u00e9inn a d'fh\u00e9adfadh a bheith eolach ar na sc\u00e9alta ceannasacha laistigh d\u00e1 gciorcail ach nach bhfuil siad chomh feistithe le dul i mbun idirphl\u00e9 casta leo si\u00fad a bhfuil tuairim\u00ed difri\u00fala acu. N\u00ed teip oideachais amh\u00e1in \u00e9 seo; Is athr\u00fa socha\u00edoch n\u00edos leithne \u00e9 ina bhfuil na l\u00ednte idir c\u00f3rais chreidimh phearsanta agus fiosr\u00fach\u00e1n oibiacht\u00fail ag \u00e9ir\u00ed n\u00edos m\u00edsh\u00e1sta.<\/p>\n\n

    Cuireann l\u00e9irmheas Boghossian b\u00e9im ar mh\u00ed -\u00fas\u00e1id fh\u00e9ideartha: Nuair a dh\u00edr\u00edonn comhfhiosacht chritici\u00fail ar pholait\u00edocht aitheantais le heisiamh cine\u00e1lacha fiosr\u00fach\u00e1in eile, is f\u00e9idir go mbeidh cine\u00e1l myopia intleacht\u00fail mar thoradh air. Is \u00e9 an d\u00fashl\u00e1n, ansin, an coincheap a thr\u00e9igean ach a chinnti\u00fa go m\u00faintear \u00e9 ar bhealach cothrom a spreagann dalta\u00ed chun il -ghn\u00e9ithe cumhachta a fhiosr\u00fa, lena n -\u00e1ir\u00edtear f\u00f3rsa\u00ed eacnama\u00edocha, cult\u00fartha agus institi\u00faideacha.<\/p>\n\n

    \ud83e\uddd8<\/p><\/a><\/div><\/div>

    <\/div>
    X<\/div>

    [mepr-show rules=\"904661\" ifallowed=\"show\" unauth=\"message\"] This section of the dialogue underscores a critical need for educational reforms that focus not just on content delivery but on fostering skills essential for democratic engagement and personal growth, such as:<\/p>\n

    Critical Thinking and Debate: Educating individuals on how to constructively challenge and defend ideas in a balanced and informed manner.<\/p>\n

    Exposure to Diverse Perspectives: Actively integrating diverse viewpoints into educational curricula to break down silos and expose students to a broader range of thoughts and beliefs.<\/p>\n

    Cultivating Openness in Discourse: Encouraging an educational and cultural environment where dialogue is seen as a tool for learning and growth, not an arena for asserting dominance or avoiding perceived oppression. [\/mepr-show]<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>\n\n

    \n\n

    20:30 go h\u00e1irithe institi\u00faid oideachais a bh\u00ed chomh m\u00f3r le Harvard [FF] ionas n\u00e1r d\u00faradh leo riamh an taobh eile den arg\u00f3int 20:37 N\u00edor taispe\u00e1nadh riamh iad n\u00e1r mh\u00ednigh siad d\u00f3ibh [Pb] ceart agus i nd\u00e1ir\u00edre m\u00e1 fh\u00e9achann t\u00fa ar greg 20:42 HTTTPS:\/\/EN.WIKIPEDIA.ORG\/WIKI\/HTTPEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGEGIOFF. https:\/\/en.wikipedia.org\/wiki\/foundation_for_individual_rights_and_expression go bhfuil Harvard i measc na rang\u00fa is measa UM 20:48 le haghaidh cainte saor in aisce an chol\u00e1iste Scr\u00edobh m\u00e9 an t -am ar aghaidh agus an bhliain \u00f3 shin go bhfuil s\u00e9 i nd\u00e1ir\u00edre ag an leabhar seo
    21:08 Ag smaoineamh ar an gcult\u00far mona a chruthaigh [FF] agus an rud at\u00e1 i gceist agamsa go bhfuil s\u00e9 uaf\u00e1sach 21:13 Toisc go bhfuil t\u00fa ag r\u00e1 go bun\u00fasach n\u00edl na hinstiti\u00faid\u00ed seo oiri\u00fanach don chusp\u00f3ir seo mar gheall go bhfuil siad go maith mar go bhfuil cusp\u00f3ir ag an institi\u00faid seo go bhfuil siad ag d\u00e9anamh go maith mar go bhfuil siad ag obair go maith mar go bhfuil siad in ann an t -institi\u00faid a dh\u00e9anamh. Fit 21:25 Chun cr\u00edche na n -id\u00e9 -eola\u00edochta\u00ed a ritheann an m\u00e9id sin chun a gcusp\u00f3ra t\u00e1 siad ag scaoileadh 21:31 go d\u00edreach cad ba cheart a misean a bheith ann ach is \u00e9 an fhadhb a bhaineann leis n\u00e1 go bhfuil t\u00fa f\u00edor go bhfuil t\u00fa ag iarraidh go dtiocfadh an t -uasteorainn as an bhf\u00edrinne go l\u00e9ir go bhfuil t\u00fa ag iarraidh go dtiocfadh s\u00e9 chun cinn sa choncl\u00faid. Cine\u00e1l 21:48 F\u00f3rsa Seachtrach Capricious \ud83d\udec3 n\u00f3 cine\u00e1l \u00e9igin cos\u00fail le mo chara Faisel Al Mutar https:\/\/en.wikipedia.org\/wiki\/faisal_saeed_al_mutar Bh\u00ed 21:53 ag insint dom go bhfuil go leor t\u00edortha agus go bhfuil t\u00edortha agus t\u00edortha eile i dT\u00edortha agus i dt\u00edortha eile in Oman agus go bhfuil s\u00e9 ag cur as do chneas\u00fa agus go bhfuil s\u00e9 ag f\u00f3iri\u00fa go bhfuil s\u00e9 ag magadh i dT\u00edortha agus i dt\u00edortha eile i Oman in Oman agus go bhfuil s\u00e9 ag cur as do th\u00edortha agus i dt\u00edortha eile i Oman in omen it into the United States so you're you become held22:06 hostage to exogenous or external forces [KK] and what happens when people like that22:13 do participate in these experiments because I you're very good at being neutral but you're also very good at22:20 pursuing The Logical conclusions of what people say and presenting them with challenges and so on and I imagine that22:27 quite quick that world Tosa\u00edonn an radharc ag teacht chun cinn nuair a chuireann duine cos\u00fail le [FF] t\u00fa in i\u00fal duit go bhfaighidh t\u00fa ar ais chuig an teachtaireacht urra\u00edochta 23:50 Teachtaireacht Urraitheora 23:58 Anois ar ais chuig an se\u00f3 [kk] conas a imoibr\u00edonn siad nuair a bh\u00edonn siad ag freagairt nuair a bh\u00edonn siad<\/p>\n\n

    A bheith ag tabhairt aghaidh ar an taobh eile den arg\u00f3int<\/h1>\n\n

    24:03 iallach a chur ar thaobh na harg\u00f3na nach raibh siad riamh faoi l\u00e9 [PB] go maith, d\u00e9anaimis c\u00e9im siar \u00f3n 24:08 agus a r\u00e1 conas mar a theasta\u00edonn \u00f3 dhuine a bhfuil f\u00e9in-fhrith\u00e1ireamh ag baint leis an rud a theasta\u00edonn uathu a bheith ag iarraidh a gcuid f\u00e9in a dh\u00e9anamh. Creideann siad gur mhaith leo go mbeadh cr\u00faca teanga \u00e9igin acu a chr\u00faca\u00ed 24:28 le rud \u00e9igin at\u00e1 f\u00edor [kk] nach bhfuil f\u00edor c\u00e9 go bhfuil s\u00e9 f\u00edor \u270b N\u00edl s\u00e9 sin f\u00edor ar chor ar bith mar m\u00e1 t\u00e1 t\u00fa f\u00e9inleasa t\u00e1 suim agat i dtuairim do threibh<\/p>\n\n

    \n\n

    T\u00e1 s\u00e9 f\u00edor maidir leis an m\u00e9id a mheasann PB an duine id\u00e9alach, is \u00e9 sin duine a thuigeann cad \u00e9 epistemology agus c\u00e9n f\u00e1th a bhfuil s\u00e9 t\u00e1bhachtach. Ach de r\u00e9ir mar a bh\u00ed [KK] ag cur in i\u00fal, is \u00e9 sin leibh\u00e9al faisn\u00e9ise at\u00e1 os cionn an mhe\u00e1in agus n\u00ed an me\u00e1n. agus t\u00e1 s\u00e9 difri\u00fail do na daoine beaga a bhfuil meon beag agus f\u00e9inleasa acu, nach f\u00e9idir leo a samhla\u00edocht a leathn\u00fa ach amh\u00e1in mar go bhfuil gach rud eile \"r\u00f3-chasta\"<\/p>\n\n

    m\u00edshuaimhneas cogna\u00edoch agus imoibri\u00fa le smaointe nua: <\/strong> Nuair a bh\u00edonn daoine ag tabhairt aghaidh ar fhaisn\u00e9is a thagann salach ar a saol domhanda seanbhunaithe, is f\u00e9idir go mbeidh m\u00edshuaimhneas cogna\u00edoch i gceist leis an imoibri\u00fa tipici\u00fail. Is minic nach mb\u00edonn athmheas\u00fan\u00fa r\u00e9as\u00fanach ar chreidimh i gceist leis an m\u00edshuaimhneas seo a bhainisti\u00fa ach na cinn at\u00e1 ann cheana a threisi\u00fa chun compord s\u00edceola\u00edoch a choinne\u00e1il.<\/p>\n\n

    Impleachta\u00ed Oideachais agus Cult\u00fartha: <\/strong> L\u00e9ir\u00edonn an comhr\u00e1 go bhfuil g\u00e1 le c\u00f3rais oideachais a dh\u00e9anann n\u00edos m\u00f3 n\u00e1 eolas a thabhairt. N\u00ed m\u00f3r d\u00f3ibh an cumas a choth\u00fa chun smaoineamh go critici\u00fail agus go neamhsple\u00e1ch ar thionchair l\u00e1ithreach s\u00f3isialta n\u00f3 treibhe duine.<\/p>\n\n

    1. M\u00edthuiscint ar chusp\u00f3ir institi\u00faideach: <\/strong> Tugann Boghossian agus Foster le fios go bhfuil institi\u00faid\u00ed ardch\u00e1il\u00edochta cos\u00fail le Harvard ag teip ar a sainord\u00fa oideachais tr\u00ed dh\u00edoth\u00fa seachas oideachas a chur orthu. Mar sin f\u00e9in, d\u00e9anann an l\u00e9irmheas seo r\u00f3 -shimpli\u00fa ar n\u00e1d\u00far casta na dtimpeallachta\u00ed acad\u00fala. N\u00ed eintitis monolithic iad na hollscoileanna go dall tar \u00e9is misean id\u00e9 -eola\u00edoch amh\u00e1in; T\u00e1 siad comhdh\u00e9anta de ranna \u00e9ags\u00fala, agus t\u00e1 a chaighde\u00e1in fiosr\u00fach\u00e1in agus d\u00edosp\u00f3ireachta f\u00e9in ag gach ceann acu. Chun na hinstiti\u00faid\u00ed seo a laghd\u00fa go dt\u00ed seo amh\u00e1in, is \u00e9 a bh\u00edonn i gceist leis seo n\u00e1 neamhaird a dh\u00e9anamh ar na guthanna agus na seice\u00e1lacha agus na hiarmh\u00e9ideanna at\u00e1 ann saol acad\u00fail. C\u00e9 go bhfuil s\u00e9 f\u00edor gur f\u00e9idir le laofachta\u00ed id\u00e9 -eola\u00edocha teacht chun cinn, go h\u00e1irithe laistigh de dhiscipl\u00edn\u00ed \u00e1irithe, t\u00e1 an cult\u00far acad\u00fail n\u00edos leithne n\u00edos casta agus n\u00edos consp\u00f3ideach n\u00e1 mar a cheada\u00edonn tr\u00e9ithri\u00fa Boghossian.<\/p>\n\n

    2. M\u00edshuaimhneas cogna\u00edoch agus frithsheasmhacht in aghaidh tuairim\u00ed i gcoinne: <\/strong> Mar a chuir t\u00fa in i\u00fal go cu\u00ed, is minic nach machnamh r\u00e9as\u00fanach \u00e9 an t -imoibri\u00fa me\u00e1nach a bhaineann le harg\u00f3int\u00ed neamhchoitianta n\u00f3 i gcoinne a ch\u00e9ile - teannas s\u00edceola\u00edoch a thagann chun cinn nuair a dh\u00e9antar d\u00fashl\u00e1n a thabhairt do chreidimh. Is m\u00f3 an seans go nd\u00fabl\u00f3idh daoine a dtuairim\u00ed a bh\u00ed ann cheana, n\u00ed g\u00e1 go mbeadh siad as mail\u00eds n\u00f3 aineolas, ach mar bhealach chun a gcompord s\u00edceola\u00edoch agus a bhf\u00e9ini\u00falacht sh\u00f3isialta a choinne\u00e1il. T\u00e1 s\u00e9 seo f\u00edor go h\u00e1irithe i dtimpeallachta\u00ed ina bhfuil r\u00f3l suntasach ag c\u00e9annacht an ghr\u00fapa maidir le creidimh a mh\u00fanl\u00fa, mar is minic a bh\u00edonn topaic\u00ed an -pholaraithe n\u00f3 id\u00e9 -eola\u00edochta.<\/p>\n\n

    Is seand\u00e1la\u00edocht luachmhar \u00e9 \u201can duine r\u00e9as\u00fanach, r\u00e9as\u00fanach\u201d at\u00e1 id\u00e9alach ag Boghossian a fh\u00e9achann lena gcreideamh ail\u00edni\u00fa leis an r\u00e9altacht ach n\u00ed l\u00e9ir\u00edonn s\u00e9 gn\u00e1thphr\u00f3isis chogna\u00edocha an mhe\u00e1in duine aonair. T\u00e1 creidimh an chuid is m\u00f3 de dhaoine ceangailte go dl\u00fath lena gcomhth\u00e9acsanna s\u00f3isialta, lena riachtanais mhoth\u00fach\u00e1nacha agus lena bhf\u00e9ini\u00falacht, rud a fh\u00e1gann go bhfuil f\u00edor -oscailteacht ann chun tuairim\u00ed a chur i gcoinne na dtuairim\u00ed.<\/p>\n\n

    3. Impleachta\u00ed Oideachais agus Cult\u00fartha: <\/strong> Leagann an pl\u00e9 seo b\u00e9im ar an ng\u00e1 at\u00e1 le hathch\u00f3irithe oideachais a sh\u00edneann thar aistri\u00fa eolais thraidisi\u00fanta chun smaointeoireacht chritici\u00fail agus athl\u00e9imneacht mhoth\u00fach\u00e1nach a choth\u00fa go gn\u00edomhach. N\u00ed leor an \u201ctaobh eile\u201d ar arg\u00f3int a chur i l\u00e1thair; N\u00ed m\u00f3r do dhalta\u00ed na huirlis\u00ed a fheisti\u00fa chun dul i ngleic leis an taobh sin go tuisceanach agus gan d\u00edfhost\u00fa l\u00e1ithreach. Is \u00e9ard at\u00e1 i gceist leis seo n\u00e1 sp\u00e1sanna oideachais a chruth\u00fa ina bhfuiltear ag s\u00fail le m\u00edshuaimhneas cogna\u00edoch, n\u00ed hamh\u00e1in go nd\u00e9antar \u00e9 a bhainisti\u00fa go cuiditheach, ag spreagadh mic l\u00e9inn chun machnamh domhain a dh\u00e9anamh seachas c\u00fal\u00fa ina gcriosanna compoird id\u00e9 -eola\u00edocha.<\/p>\n\n

    \ud83e\uddd8<\/p><\/a><\/div><\/div>

    <\/div>
    X<\/div>

    [mepr-show rules=\"904661\" ifallowed=\"show\" unauth=\"message\"] To address these challenges, educational systems could integrate practices such as:<\/p>\n

    Socratic Seminars and Open Dialogue: Encouraging students to engage with arguments from multiple perspectives through guided discussions that emphasize questioning, rather than immediate answers.<\/p>\n

    Psychological Resilience Training: Teaching students how to handle cognitive dissonance without resorting to defensive reactions. This could include techniques drawn from mindfulness, emotional intelligence, and conflict resolution strategies.<\/p>\n

    Exposure to Cross-Ideological Experiences: Programs that intentionally expose students to environments outside their usual social or ideological circles could help mitigate the effects of echo chambers and filter bubbles. [\/mepr-show]<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>\n\n

    4. Tionchar Seachtrach agus Propaganda: <\/strong> \u00c9il\u00edonn Boghossian go bhfuil tionchar ag f\u00f3rsa\u00ed seachtracha, amhail maoini\u00fa idirn\u00e1isi\u00fanta ar ghluaiseachta\u00ed s\u00f3isialta ar leith, ar dhiosc\u00farsa acad\u00fail ar shaincheist f\u00edor ach casta. Is f\u00e9idir le tionchar an mhaoinithe sheachtraigh, cib\u00e9 acu \u00f3 aon\u00e1in eachtracha n\u00f3 \u00f3 dheont\u00f3ir\u00ed baile, cl\u00e1ir oibre agus diosc\u00farsa poibl\u00ed a mh\u00fanl\u00fa. Mar sin f\u00e9in, n\u00edl an feinim\u00e9an seo nua, agus n\u00edl s\u00e9 uath\u00fail ar thaobh amh\u00e1in den speictream id\u00e9 -eola\u00edoch. Leagann s\u00e9 b\u00e9im ar an d\u00fashl\u00e1n n\u00edos leithne a bhaineann le neamhsple\u00e1chas agus sl\u00e1ine acad\u00fail a chinnti\u00fa i bhfianaise br\u00fanna seachtracha, cib\u00e9 acu \u00f3 rialtais, \u00f3 chorpar\u00e1id\u00ed, n\u00f3 \u00f3 ghr\u00fapa\u00ed abhc\u00f3ideachta iad.<\/p>\n\n

    \n\n

    24:35 Toisc go bhfuil do fh\u00e9inleas nasctha leis an gcaoi a bhfeiceann do threibh t\u00fa ceart [pb] yeah mar sin 24:40 T\u00e1 n\u00edos m\u00f3 ceart go leor mar sin is f\u00e9idir linn dul s\u00edos gur poll coin\u00edn \u00e9 seo ach d\u00e9anaimis dul s\u00edos \u00e9 mar a scr\u00edobh m\u00e9 i mo leabhar deireanach 24:47 https:\/\/www.goodreads.com\/book\/show\/43885240-How-to-have--impossible-conversations Is \u00e9 an t-aon rud a theasta\u00edonn \u00f3 dhaoine n\u00edos m\u00f3 n\u00e1 a bheith ar an eolas faoi cad at\u00e1 f\u00edor chun a bheith mar sin nuair a thosa\u00edonn t\u00fa ag ceisti\u00fa . T\u00e1 a gcaidreamh lena dteaghlaigh a gcairde a bhfuil aithne agat orthu 25:06 Finn\u00e9ithe Jehovah's Call It de Defelowshipping https:\/\/www.gotquestions.org\/disfellowshipping.html uh Uh T\u00e1 a fhios agat go bhfuil rud \u00e9igin ag baint le rud \u00e9igin a ghlaonn t\u00fa ar rud \u00e9igin 25:12 25:24 a dh\u00e9anamh ar na cleachta\u00ed epistemological sr\u00e1ide seo agus ansin dul ar ais ina bpobail agus a gcuid luachana a iarraidh go bhfuil a fhios agat 25:31 Ceannair\u00ed na hEaglaise a threor\u00fa cib\u00e9 ceannair\u00ed ar leith is cuma c\u00e9n blas n\u00f3 sect a tharl\u00f3idh siad go mbeadh an t -arg\u00f3int ann mar sin go mbeife\u00e1 in ann a bheith ann go mbeif\u00ed in ann a bheith ann go n -\u00e9ireodh leis an m\u00e9id sin go bhfuil an t -eolas sin go n -\u00e9ireodh leis an m\u00e9id sin a bheadh \u200b\u200bann, N\u00ed raibh 25:44 p\u00e1irteach mar go mbeadh a fhios acu go bhfuil rogha \u00e9igin ann go mbeadh a fhios acu go bhfuil rud \u00e9igin ann go bhfeicfinn 25:49 a thabharfadh sos d\u00f3ibh n\u00f3 go dtabharfadh siad an bronntanas amhrasta [FF] go nd\u00e9anfainn br\u00fa ar ais ar\u00eds ar an gcine\u00e1l seo a cheapann t\u00fa go bhfuil t\u00fa ag smaoineamh ar an gcine\u00e1l seo agus go bhfuil t\u00fa i gceist go h\u00e1irithe nuair a bh\u00edonn t\u00fa i do chuid cairde ar leith agus go bhfuil t\u00fa i do chuid cairde ar leith. T\u00e1 t\u00fa ag dul a bheith mar ph\u00e1iste 23 bliain d'aois 26:10 C\u00e9 a bheidh ag dul i gcoinne a chuid cairde agus a Dhia cad \u00e9 nach n -aonta\u00edm leat go l\u00e9ir agus an d\u00f3igh a bhfeiceann t\u00fa an domhan agus 26:16 An bealach a thugamar suas chun a chreidi\u00faint go bhfuil an taobh \u00e1irithe seo olc i bhforchorrlach b\u00e1n a fhiafra\u00edonn go maith d\u00fainn go bhfuil an cine\u00e1l seo a bh\u00ed againn ar an \u00e1it a raibh t\u00fa ag iarraidh go n -\u00e9ireodh linn go raibh an t -\u00e1it a raibh t\u00fa i do sheit ar an \u00e1it a bhfuil t\u00fa anois ag an am c\u00e9anna. Is ceist iad agus is f\u00e9idir liom 26:29 iad a fheice\u00e1il go litri\u00fail ina gceann ag dul go dt\u00ed an \u00e1it a bhfuil an cheist ag dul go soil\u00e9ir 26:36 chun iad a th\u00f3g\u00e1il agus a bheith m\u00edchompordach agus an comhr\u00e1 a dh\u00fanadh s\u00edos \ud83d\udd11 [pb] Maith go leor t\u00e1 s\u00e9 seo 26:42 T\u00e1 m\u00e9 chomh s\u00e1sta sin go nd\u00fairt t\u00fa go bhfuil s\u00e9 chomh t\u00e1bhachtach sin go bhfuil an t -atmaisf\u00e9ar \u00e1 gcur i bhfeidhm go hioml\u00e1n an t -as an tsocha\u00ed a chuireann an t -atmaisf\u00e9ar i bhfeidhm go hioml\u00e1n. B\u00ed i do 26:56 Is \u00e9 an bealach chun \u00e9 sin a dh\u00e9anamh n\u00e1 n\u00ed hamh\u00e1in a r\u00e1 le daoine, mar shampla, athbhreithni\u00fa a dh\u00e9anamh ar 27:02 nuair a chloiseann t\u00fa \u00e9, n\u00ed ins\u00edonn s\u00e9 d\u00f3ibh go bhfuil a fhios agat go bhfuil t\u00fa n\u00edos fearr ach go bhfuil t\u00fa ag athr\u00fa go bhfuil do chuid mor\u00e1lta i l\u00e1thair agus go bhfuil t\u00fa i gceist agat a dh\u00e9anamh. Le 27:22 Rud \u00e9igin agus mar sin t\u00e1 rud c\u00e1ili\u00fail \u00f3 Mormons faoi amhras a chur ar do amhras 27:27 MHM an smaoineamh seo gur ch\u00f3ir duit amhras a chur ort mar go nd\u00e9anann t\u00fa duine n\u00edos fearr mar sin m\u00e1 theasta\u00edonn uait n\u00f3 27:34 Luachanna \u00e1irithe a chur chun cinn sa tsocha\u00ed is fearr a dh\u00e9anamh ar an ailtire n\u00f3 tr\u00ed ch\u00farsa a dh\u00e9anamh ar an ailtire n\u00f3 tr\u00ed roinnt de na cos\u00fala a bhaineann le a chruth\u00fa. UM Institi\u00faidi\u00fa na bPrionsabal 27:47 Ach m\u00e1s mian leat go mbeadh na daoine sin bunaithe ar rud \u00e9igin go hid\u00e9alach go bhfuil a bhfuil 27:53 ag fanacht le cumhacht agus go mbeadh t\u00fa inbhuanaithe ansin go n -athr\u00f3f\u00e1 iad sin le rud \u00e9igin mor\u00e1lta 27:59 rud mor\u00e1lta a bhfuil fait\u00edos mor\u00e1lta air agus is maith an rud \u00e9 go n -\u00e9istfidh s\u00e9 go maith le daoine a bheith ag \u00e9isteacht leis an gc\u00fais go bhfuil s\u00e9 in ann a bheith ag smaoineamh ar an gc\u00fais go bhfuil s\u00e9 in ann \u00e9 athr\u00fa go maith chun go mbeidh s\u00e9 in ann smaoineamh ar an gc\u00fais go bhfuil s\u00e9 in ann a bheith ag smaoineamh go maith chun smaoineamh ar an gc\u00fais le go bhfuil s\u00e9 i gceist \ufffd\ufffd a bheith ag smaoineamh go maith chun \u00e9 athr\u00fa go maith. [FF] Agus t\u00e1 an ghn\u00e9 eile ann freisin agus t\u00e1im chun a bheith mac\u00e1nta le mo thaith\u00ed f\u00e9in is bre\u00e1 liom<\/br.><\/p>\n\n

    Ag m\u00faineadh daoine chun smaointe a dheighilt \u00f3 fh\u00e9ini\u00falachta\u00ed<\/h1>\n\n

    28:11 Bh\u00ed s\u00e9 go hiontach go raibh s\u00e9 m\u00edchompordach \u00f3 nuair a rinneamar an cleachtadh yeah t\u00e1 s\u00e9 28:17 m\u00edchompordach T\u00e1 a fhios agat go tobann go bhfuil mic i do l\u00e1mh agat n\u00f3 go bhfuil t\u00fa ag iarraidh go n -\u00e9ireoidh leat go tobann go dtuigeann t\u00fa go bhfuil t\u00fa ag iarraidh go dtabharfadh t\u00fa faoi deara go bhfuil t\u00fa ag iarraidh go bhfuil t\u00fa i do thuairim agus go bhfuil t\u00fa ag iarraidh go mbeidh t\u00fa ag obair agus go bhfuil t\u00fa ag tabhairt faoi deara go bhfuil t\u00fa i do dhualgas agus go bhfuil t\u00fa ag tabhairt faoi deara go bhfuil t\u00fa i do ch\u00f3na\u00ed. Agus t\u00e1 a fhios agat go bhfuil s\u00e9 seo n\u00edos fearr n\u00e1 duine ar bith go 28:37 agus mh\u00fain muid d\u00f3ibh go bhfuil m\u00edchompord dona agus gur ch\u00f3ir aon chine\u00e1l m\u00edchompord a sheachaint go bhfuil t\u00fa ag tabhairt faoi deara go bhfuil do thuairim 28:45 ag tabhairt faoi deara go bhfuil t\u00fa ag iarraidh go n -\u00fas\u00e1idf\u00ed do thuairim 28:5. sinne<\/p>\n\n

    \n\n

    Ach amh\u00e1in nuair a dh\u00e9antar \u00e9 go huathoibr\u00edoch. Ach t\u00e1 seans maith go mbeidh na failleoir\u00ed m\u00edmhac\u00e1nta faoi sin, mar ghn\u00e9 de chomhr\u00e9ireacht neamh-ionsaitheach \u00e9ighn\u00edomhach. Nuair is \u00e9 sin an rogha is f\u00f3irsteana\u00ed mar chuid d\u00e1 n -iarrth\u00f3ir\u00ed gearrth\u00e9armacha.<\/p>\n\n

    1. Tosa\u00edocht a bhaineann le muintearas thar fh\u00edrinne: <\/strong> Deimhn\u00edonn Boghossian go dtugann daoine t\u00fas \u00e1ite do mhuintearas a bheith ar an eolas faoi cad is f\u00edor ina ghn\u00e9 bhun\u00fasach de sh\u00edceola\u00edocht an duine. Is minic a bh\u00edonn banna\u00ed s\u00f3isialta n\u00edos l\u00e1idre n\u00e1 sl\u00e1ine intleacht\u00fail, go h\u00e1irithe nuair a bh\u00edonn na banna\u00ed sin ceangailte go m\u00f3r le tuiscint ar fh\u00e9ini\u00falacht, ar phobal, n\u00f3 ar threibh. N\u00edl an feinim\u00e9an seo teoranta do ghr\u00fapa\u00ed reiligi\u00fanacha n\u00f3 imeallacha; T\u00e9ann s\u00e9 tr\u00edd gach leibh\u00e9al den tsocha\u00ed, \u00f3 dhinimic teaghlaigh go cleamhnachta\u00ed polaiti\u00fala.<\/p>\n\n

    Mar sin f\u00e9in, c\u00e9 go bhfuil pointe Boghossian bail\u00ed, t\u00e1 an baol ann go bhfuil an f\u00e1th a dtarla\u00edonn an tosa\u00edocht seo. N\u00ed hamh\u00e1in go bhfuil s\u00e9 ag iarraidh dul i ngleic leis - t\u00e1 s\u00e9 faoi mharthanas, idir sh\u00f3isialta agus mhoth\u00fach\u00e1nach. I gc\u00e1s go leor daoine, is f\u00e9idir le bheith n\u00edos doimhne \u00f3na bpobal a bheith ina gc\u00fais le cro\u00ed -chuid d\u00edobh f\u00e9in a chailleadh, riosca nach bhfuil an chuid is m\u00f3 toilteanach a ghlacadh. Sin \u00e9 an f\u00e1th go mb\u00edonn creidimh at\u00e1 ceangailte le f\u00e9ini\u00falacht is deacra le hathbhreithni\u00fa go minic; N\u00ed coincheapa teib\u00ed amh\u00e1in iad ach ancair\u00ed s\u00f3isialta agus moth\u00fach\u00e1nacha at\u00e1 leabaithe go domhain.<\/p>\n\n

    2. D\u00edlseacht chogna\u00edoch agus d\u00edlseacht an ghr\u00fapa: <\/strong> Baineann an pl\u00e9 leis an bhfrithsheasmhacht a bh\u00edonn ag daoine freisin nuair a bh\u00edonn d\u00fashl\u00e1in acu lena gcreideamh, go h\u00e1irithe i su\u00edomhanna poibl\u00ed n\u00f3 ardbhr\u00fa cos\u00fail le cleachta\u00ed eipid\u00e9ime sr\u00e1ide Boghossian. Is minic a bh\u00edonn m\u00edshuaimhneas cogna\u00edoch, nuair a chuirtear leis an eagla go gcaillf\u00ed seasamh s\u00f3isialta, daoine aonair chun stop a chur le daoine seachas dul i ngleic leo. De r\u00e9ir mar a l\u00e9ir\u00edonn [kk] go hoiri\u00fanach, is f\u00e9idir leis an m\u00edchompord a bhaineann le creidimh duine a chosaint - go h\u00e1irithe nuair a thuigtear nach bhfuil siad chomh soladach agus a cheaptar roimhe seo - a chur faoi deara go gcuirfidh daoine as a ch\u00e9ile seachas athmheas\u00fan\u00fa.<\/p>\n\n

    T\u00e1 s\u00e9 seo f\u00edor go h\u00e1irithe i gc\u00e1s daoine \u00f3ga, amhail mic l\u00e9inn an chol\u00e1iste, at\u00e1 ag c\u00e9im den saol ina bhfuil faomhadh piara\u00ed agus muintearas s\u00f3isialta r\u00edth\u00e1bhachtach. Is f\u00e9idir leis an eagla roimh seasamh i gcoinne gr\u00fapa s\u00f3isialta duine a bheith ag pairilis, go h\u00e1irithe nuair a bh\u00edonn na geallta i gceist le lip\u00e9ad\u00fa mar fheallt\u00f3ir n\u00f3 taobh amuigh. N\u00edl s\u00e9 seo ach leisce intleacht\u00fail; Baineann s\u00e9 le r\u00edomh an -d\u00e1ir\u00edre, go minic fo -chomhfhiosach ar chostais sh\u00f3isialta.<\/p>\n\n

    3. Luach m\u00edchompord a theagasc: <\/strong> Aithn\u00edonn Boghossian i gceart claonadh cult\u00fartha chun m\u00edchompord a sheachaint, treocht a bhfuil diosc\u00farsa mar thoradh air, \u00e1it a mb\u00edonn seachaint m\u00edchompord cothrom le s\u00e1bh\u00e1ilteacht mhor\u00e1lta n\u00f3 sh\u00edceola\u00edoch go minic. Cuireann an drogall chun dul i ngleic le smaointe d\u00fashl\u00e1nacha, n\u00f3 a bheith m\u00edchompordach, f\u00e1s agus rannph\u00e1irt\u00edocht chritici\u00fail. Mar sin f\u00e9in, is f\u00e9idir le daoine a nochtadh go m\u00edchompord gan an chumadh ceart a chur ar ais, rud a fh\u00e1gann go mb\u00edonn freagra\u00ed cosanta n\u00f3 feidhmi\u00fala seachas machnamh d\u00e1ir\u00edre.<\/p>\n\n

    Is \u00ed an eochair, mar a thugann Boghossian le fios, an gn\u00edomh a bhaineann le hintinn athr\u00fa mar dhea -mhor\u00e1ltacht - gn\u00edomh cr\u00f3ga intleacht\u00fail seachas comhartha laige. Is f\u00e9idir leis an athdh\u00e9anamh seo cabhr\u00fa le d\u00edch\u00fapl\u00e1il smaointe \u00f3 fh\u00e9ini\u00falachta\u00ed, rud a ligeann do dhaoine aonair an t -athbhreithni\u00fa creidimh a fheice\u00e1il mar bhrath ar a fine ach mar ghn\u00edomh freagrach agus misni\u00fail. Mar sin f\u00e9in, t\u00e1 s\u00e9 r\u00edth\u00e1bhachtach go bhfuil an pr\u00f3iseas seo bar\u00e1nt\u00fail. Mar a thug t\u00fa faoi deara, is f\u00e9idir le failleoir\u00ed leas a bhaint as an sc\u00e9al seo chun a bheith oscailte go hoscailte nuair a bh\u00edonn siad, i nd\u00e1ir\u00edre, ag gabh\u00e1il do chomhr\u00e9ireacht \u00e9ighn\u00edomhach-ionsaitheach le haghaidh gn\u00f3thachan gearrth\u00e9armach. N\u00ed hamh\u00e1in go mbaineann bar\u00e1nt\u00falacht le hiompar amach ach le tiomantas d\u00e1ir\u00edre chun dul i ngleic le m\u00edchompord mar bhealach chun tuiscint n\u00edos doimhne a fh\u00e1il.<\/p>\n\n

    4. Cult\u00far diosc\u00farsa bar\u00e1nt\u00fail a choth\u00fa: <\/strong> Chun bogadh i dtreo cult\u00fair a thugann meas ar an bhf\u00edrinne, n\u00ed m\u00f3r b\u00e9im a leagan ar an t\u00e1bhacht a bhaineann le smaointe a dheighilt \u00f3 fh\u00e9ini\u00falachta\u00ed. Baineann s\u00e9 seo le daoine a theagasc n\u00ed hamh\u00e1in conas arg\u00f3int a dh\u00e9anamh ach conas \u00e9isteacht, machnamh agus comhth\u00e1th\u00fa a dh\u00e9anamh ar fhaisn\u00e9is nua gan a bheith ag moth\u00fa go bhfuil a bpr\u00edomh -chiall f\u00e9in faoi ionsa\u00ed. Is f\u00e9idir le cleachta\u00ed smaointeoireachta critici\u00fala, nuair a dh\u00e9antar iad i dtimpeallachta\u00ed s\u00e1bh\u00e1ilte, strucht\u00fartha a spreagann fiosracht thar chomhraic, cabhr\u00fa le daoine an scil seo a chleachtadh ar bhealach a mhotha\u00edonn nach bhfuil s\u00e9 chomh bagrach.<\/p>\n\n

    \ud83e\uddd8<\/p><\/a><\/div><\/div>

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    Suggestions for Reform and Engagement:<\/strong><\/p>\n