QUANTUM Acad(ynaE3)micsSM: Unlocking the Force of the Predictive Mind
An intermediate-level self-help book concerning the limitless power of a meta-cognitive mind
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Excerpts from Article Entitled, “Quantum Acad(ynaE)mics SM®: the Fusion of Critical Thinking into the Success Equation -by Professor Claude E. Bonet, PhD-5YC, MAPD-LS, BS-CIS, CFBC, CLC, LOM May 24, 2013 at 21:10 Copyright ©2013. All rights reserved. International rights preserved and protected. Introduction The world in which we live is swiftly changing right before our very eyes. Just within the past decade, there has been intensifying national debate pertaining to America’s dire need for ending its dependence upon fuel reserves derived from “oil-gas producing” Middle Eastern countries. The chief international conglomerate which facilitates the distribution of these reserves is commonly referred to as the Organization of the Petroleum Exporting Countries (OPEC). OPEC was first developed in 1960—Baghdad, Iraq, with its main function serving to “regulate oil production, and thereby manage oil prices, in a coordinated effort among the member countries” (“OPEC”, 2004). It is essentially “viewed as a monopolist sharing the oil market with a competitive sector” (Cremer & Weitzman, 2002). OPEC is thus comprised of the following core nations: 1. Algeria; 2. Indonesia; 3. Iran; 4. Iraq; 5. Kuwait; 6. Libya; 7. Nigeria; 8. Qatar; 9. Saudi Arabia; 10. United Arab Emirates, and; 11. Venezuela (“OPEC”, 2004). Appreciative Inquiry Existing at the nucleus of this ongoing debate is the need to design, develop, and implement alternative methods for which this endeavor can become a reality. It will require the active and unwavering commitment of its leaders and delegated “powers-that-be” to engage into a series of much needed “think tank-driven” sessions. A prime example of the type of discourse that will contribute greatly towards the overall outcome is the “Appreciative Inquiry (AI) Model”. AI is defined as “a group process that inquires into, identifies, and further develops the best of ‘what is’ in organizations in order to create a better future” (Preskill & Catsambas, 2006, p. 1). Two Fundamental Components Next, it “helps align evaluation activities with an organization’s mission and performance goals” (Preskill & Catsambas, 2006, p. 99). It consists of two fundamental components: 1. “4-D Model”; 2. “4-I Model”. Also, the 4-D consists of four phases: 1. Discovering; 2. Dreaming; 3. Designing; 4. Destiny. Likewise, the 4-I consists of four phases: 1. Inquire; 2. Imagine; 3. Innovate; 4. Implement (Preskill, 2006, p. 8, slides 15-16). In short, AI affords the relevant decision making parties the requisite particulars for ensuring that the required energy, resources, and time invested produces, in the end, quantified-dividends. Pragmatic Relevance Nevertheless, pertinent to the underlying thread which runs throughout the length and breadth of this course project, it requires that two fundamentally core components exist: 1. Innovation, and; 2. Execution. Thus, the main reason as to why innovation and execution are considered essential components, plus core elements is because they are considered as the chief pillars upon which the comprehensive critical thinking (CT) system irrefutably exists thereon. Hence, in order for the totality of CT to materialize—start to finish, creative innovation must immediately (double-underscored) be followed by unfaltering and unprecedented action-execution. Brookfield (1987) echoes this sentiment with affirming that “We have seen that critical thinking comprises two interrelated processes: identifying and challenging assumptions, and imagining and exploring alternatives” (p. 229). In other words, innovation that is not followed with immediate execution often results in utter-total failure. According to The New International Webster’s Standard Dictionary (2006) in fact innovation is defined as “n. something new; the process of introducing something new” (p. 151). Execution, on the other hand is understood as the necessary steps that an entity—individual, organizational, or otherwise, must effectuate or engage therein so that the desired results will consequentially result. It is defined as “n. 1. The state or process of acting or doing; 2. A movement or series of movements; 3. Habitual or vigorous activity; energy” (“American Heritage”, 1994, p. 8). Hence, the distinct difference between both ideas is that innovation fundamentally involves intense reflection, thought, and debate, whereas execution is nothing less than the application, facilitation, and implementation of all that has been thoroughly discussed. “Quantum Acad(ynaE3)micsSM®: Critical Thinking, The Vital Agent Which Fuses Innovation with Execution” is a hypothetical, yet ever-developing extreme-workshop that will eventually be utilized in a real-world context. It affords its residency-students (student body) several opportunities to research, assess, and investigate current theories and real world cases. It affords the opportunity, moreover, to reconstruct and reinvent the most prevalent current ways of thinking. It focuses thereon the growth and development of one’s ability to engage in comprehensive CT; it is a concept called “Meta-cognition”—the comprehensive ongoing and cyclical critiquing of critical thinking. It endeavors to identify “explanations of individual differences in cognition” (Roberts & Ardos, 2010, “Abstract” Section). Conclusion In closing, it is considered as “central to planning, problem-solving, evaluation and many aspects of language learning” (Kearsley, 2004-2010, “Introduction” Section). In a nutshell, the workshop focuses thereon CT as the vital agent which fuses together the elements of innovation with execution. As a direct result, there will be the successful matriculation of a class of unparalleled thinkers whom are highly effective, highly skilled, and most competent agents of sociocultural, socioeconomic, and sociopolitical change.
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Key Term Application: quan•tum (ˈkwän-təm\) n., pl. 1. A quantity or amount 2. Something that can be counted or measured 3. “Physics.” a. The smallest amount of a physical quantity that can exist independently, especially a discrete quantity of electromagnetic radiation b. This amount of energy regarded as a unit —attributive. (The American Heritage Dictionary, p. 1480) Application to Workshop: Critical thinking is performed within the context of this mini-workshop; it is most similar to the research and development that transpires and takes place within a scientific research laboratory. That is, each and every interaction between participants, as well as the acquisition and facilitation of new and novel information, is contained and controlled, yet in a fashion that limitless participation is highly encouraged. In short, the overall breadth and depth of the information that is facilitated is a defined and specific amount or quality that is calculated, even calibrated and measured. Reference Source: The American Heritage Dictionary, 3rd ed. (New York, NY: Dell Publishing, 1994). ISBN: 0440219616. Foundational Concept: “The Effective Fusion of Innovation with Execution!” Structural Dynamics of Comprehensive Workshop The comprehensive workshop is comprised of three fundamental phases. The first phase, a.k.a. Phase I, is the Pine and Clay Phase. In short, it covers nothing more than the bare, yet vitally essential, nuts and bolts thereof; it is the most rudimentary elementary of all phases. The second phase, a.k.a. Phase II, is the Stone and Mortar Phase. In short, it covers the vital intricacies all applicable to a real-world context. Thus, it is the intermediate stage of critical thinking, change, development, and growth. It literally connects the dots and addresses the direct relevance it has regarding the utilization in the real world. The third and final phase, a.k.a. Phase III, is the Glass and Metal Phase. In short, it covers the cosmetics of critical thinking. It approaches critical thinking pertinent to the accessories thereof. Thus, it is the actual phase where each and every student makes CT their own. It directly correlates to each one’s individually unique attributes and personality. In a meager nutshell, it is comprised accordingly: (1) Phase I, a.k.a. Clay and Pine Phase; (2) Phase II, a.k.a. Stone and Mortar Phase; (3) Phase III, a.k.a. Glass and Metal Phase. Workshop Description: Welcome to your Quantum Aca(ynaE)mics™®: A Critical Thinking Workshop, QCAD1501.E1 (Part I of III), with the underlying theme being Critical Thinking, the Vital Agent that Fuses Innovation with Execution. The chief underlying purpose for this course is to afford a smorgasbord of opportunities for engaging in critical research, critical assessment, and critical investigation pertinent to current academic theories, as well as real-world case examples. It also focuses on the growth and matriculation of one’s limitless ability, capacity, and capability for engaging comprehensive and quasi-dimensional critical thinking (CT). Next, it endeavors to identify diverse “explanations of individual differences in cognition” (Robert & Ardes, 2010). Lastly, it is considered “central to planning, problem-solving, evaluation, and many [divergent] aspects of language learning” (Kearsley, 2004–2010).
About the Author
Esteemed Salutations: Professor Claude Ezekiel Bonet is your typical meta-cog -- Intuitive & Predictive -- coach, mentor, and innovator, of the 7th-Dimension Order. This is best described as an ancient breed (DNA) of academics, scholars, sages, and unbridled creative innovators literally originating back before the ancient times of King Solomon, son of David. Anyway, in direct response to the question “Where do you currently reside?” I live in the North Texas Region. In short, I am pleased and privileged to be a fellow traveler and co-laborer at this unique season of time! Insofar, I am best defined as a perpetual innovator; such a person who literally perceives and sees things before they happen. Hence, I have been uniquely privileged by the creative -- Divine enigmatic forces -- God as Elohim --of the universe to have an predictive, better yet Prophetic insight plus understanding that is far beyond the conventional-plus-natural realm of existence. In closing, I am soundly balanced between the natural and what one might refer to as Supernatural aka “above the normal.” In fact, consider this a proposal to test and see if all that I am saying is true; accept the challenge, if you will. In brief, I am an academic, mentor, counselor-advisor, scholar, and spiritual instrument of the God-kind. In closing, officially consider me as your privileged colleague and confidant, cohort, friend, and maverick philosophical fellow. Final thoughts: I wish the best for all of you in your panoramic endeavors. Here is a rather preemptive yet timely toast to our -- collectively and individually -- lasting success! Personal Information. Location:North Texas, United States Interests: Reading, painting, sculpturing, playing and listening to music, and writin gIn closing, I am privileged to be here with each of you. Here’s to our collective and individual success! —Professor Bonet Contact Information. Preferred e-mail: claude.e.bonet@gmail.com Direct line: 469/226-3103