Thinking Like a Social Scientist: a lecture by Professor Gilat Levy
In this lunchtime series lectures, a selection of LSE's academics from across the spectrum of the social sciences explain the latest thinking on how social scientists work to address the critical problems of the day. They survey the leading ideas and contributions made by their discipline, explain the types of problems that are addressed and the tools that are used, and explore the kinds of solutions proposed.
Thinking about Evidence and Risk
In this lunchtime series of lectures, a selection of LSE's academics from across the spectrum of the social sciences explain the latest thinking on how social scientists work to address the critical problems of the day. They survey the leading ideas and contributions made by their discipline, explain the types of problems that are addressed and the tools that are used, and explore the kinds of solutions proposed.
THINKING BIG - New York and London: Heading Back to the Top
New York Mayor Michael Bloomberg and London Mayor Boris Johnson addressed a variety of issues facing their respective cities, including the future of the cities’ financial sectors, economic diversification, affordable housing and more.
Workshop 3: Conceptual Thinking
In this workshop, the focus is on concept maps as tools for helping students learn. Joseph Novak, Professor of Biological Science, explains how students learn by assimilating new concepts into their already existing frameworks and takes a teacher step-by-step through the design and process of concept mapping. You will see concept maps being used in a variety of ways in m
Thinking about metadata
I’ve just written a fairly lengthy post on my own blog, thinking about the metadata requirements for the Chemistry.FM project and how we might ‘automatically’ markup our course content using EPrints and WordPress.
Comments here or there are very welcome.
Learning, thinking and doing
How do we learn? Understanding ‘how’ is the key to learning more effectively. This unit looks at the three main categories of theories: the acquisitive, constructivist and experiential models of learning. There is no right way to learn but developing an active approach will ensure that you are open to new ideas.
Extending and developing your thinking skills
Diagrams, mind-maps, tables, graphs, time lines, flow charts, sequence diagrams, decision trees: all can be used to organise thought. This unit will introduce you to a variety of thinking skills. Asking and answering questions is at the heart of high-quality thinking. Questions naturally arise from the desire to know and learn about things and may be the starting point for a journey of understanding.
4.607 Thinking About Architecture: In History and at Present (MIT)
This class will be constructed as a lecture-discussion, the purpose being to engage important theoretical issues while simultaneously studying their continuing historical significance. To enhance discussion, three debates will be held in class. Each student will be required to participate in one of these debates. Each student will also be required to write three short papers. Class participation is essential and will be factored into the final grade.The course will portray the history of theory
4.1 Systems thinking and concept
Pictures speak louder than words. But how can you use diagrams to help you? This unit looks at how diagrams can be used to represent information and ideas about complex situations. You will learn how to read, draw and present diagrams to help illustrate how ideas or processes are connected.
1.3.1 Systems thinking and concept Much can be said about systems thinking. However it is worth reiterating some key points here as they are central to understanding the purpose of the diagrams discussed later in this section. The word system is one that is in regular everyday use. People talk, for example, about ‘the social security system’ and the ‘telephone system’. Gamblers boast about ‘having a system’ for winning at roulette. Young people talk about being ‘against the system’.
2.4 Systems thinking
The power of graphics should not the underestimated. They can express information clearly and simply. This unit will help you to assess which style of graphic to use in different situations.
4 Thinking about adaptation
From pygmy shrews to armadillos, a wide range of mammals survive on a diet made up largely of insects. Many of these have fascinating adaptations suited to catching or rooting out their prey. In this unit you will learn about these adaptations, along with survival strategies for when food is scarce. This is the second unit in the ‘Studying mammals’ series.
Activity 5: Ways of thinking
We know that culture guides the way people behave in society as a whole. But culture also plays a key role in organisations, which have their own unique set of values, beliefs and ways of doing business. This unit explores the concepts of national and organisational culture and the factors that influence both.
Activity 7: Hofstede's way of thinking about national culture
We know that culture guides the way people behave in society as a whole. But culture also plays a key role in organisations, which have their own unique set of values, beliefs and ways of doing business. This unit explores the concepts of national and organisational culture and the factors that influence both.
7.8 Thinking about your current work context, what levels of independence and authority do you have?
What is your experience of work and what did you learn from this experience? This unit will enable you to reflect upon what you have learned from work and support you in improving how you learn at work. It will encourage you to think critically about work-based learning and review your own professional knowledge and skills.
2.2 The nature of systems thinking and systems practice
Do you need to change the way you think when faced with a complex situation? This unit examines how systemic thinking and practice enables you to cope with the connections between things, events and ideas. By taking a broader perspective complexity becomes manageable and it is easier to accept that gaps in knowledge can be acceptable.
2.3 Divisions that matter: thinking through territories
What impact will global warming really have? This unit examines the potential problems faced by the people of the Pacific Island of Tuvalu as a result of rising sea levels. Where would you go if your island is only a few feet above sea level? Who would you blame?
5.2 Thinking for yourself
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
2.1 Thinking about values and beliefs underpinning teamwork
This work-based unit encourages early years practitioners to think about the values and principles underpinning how they work with other professionals. It explores beliefs about teamwork, examines frameworks for professional communication and concludes with identifying possible changes in practice.
2.2 Thinking about core values underpinning your work with other professionals
This work-based unit encourages early years practitioners to think about the values and principles underpinning how they work with other professionals. It explores beliefs about teamwork, examines frameworks for professional communication and concludes with identifying possible changes in practice.
