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The nature and function of criticism
The nature and function of criticism
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Criticism is something that we all deal with daily and many of us believe that when we give criticism we are expertly doing so but as we receive criticism we tend to believe the other person is degrading us personally. Since criticism is mainly to judge merits and faults of a person or their actions, it is natural for us to feel defensive as we act the way we do based on the knowledge we have and we feel that the criticism questions our knowledge. Many of us may see criticism as such and act defensively towards it but according to an article called Giving and Receiving Criticism the author Sue Hadfield states, “Constructive criticism, however, can be helpful and lead to better working relations.” (Hadfield, 2013) With this in mind we can process that criticism can be used to give feedback to better ones position or knowledge in that which is being criticized. But how do we give criticism while staying in the favor of the criticized and when receiving criticism how do we differentiate between constructive and destructive criticism? Continuing in the article the author presents certain...
Her research has shown that daughters describe a mother’s criticism as “ a magnifying glass held between the sun rays … concentration the rays of imperfection” (971). But for a mother a criticism is just a way to help her daughter improve. As sighted by Deborah “ Mothers subject their daughters to a level of scrutiny people usually reserve for themselves.” Meaning a mother will be a tough critic not because their daughter does not please them, but because a mother only wants what is best for their daughter.
Tannen states, “In the argument culture, criticism, attack, or opposition are the predominant if not the only ways of responding to people or ideas. I use the phrase “culture of critique,” to capture this aspect. “Critique in the sense is not a general term for analysis or interpretation but rather a synonym for criticism.” Tannen states that she is calling attention to and calling into question the inherent dangers of the argument culture, however her article does not discuss an approachable strategy that would solve this social
Firstly , Tannen introduces the term “culture of critique” by beginning three successive paragraphs with the term so that the reader will not forget it. Tannen then identifies the problem presented by the “culture of critique”, that is, a tendency to attack the person making an argument, or misrepresenting the issue, rather than arguing against their position itself. She points out that instead of listening to reason, people who are caught up in the culture of critique debate as i...
For the purpose of this assignment I will consider how I have already started to develop as a ‘Critical Practitioner’. By this statement I would put forward how I am being ‘open minded’, use a ‘reflective approach’ that takes account of ‘different perspectives, experiences and assumptions’ (Glaister cited in the reader pg 8). I will discuss how my practice has developed and has been influenced by K315 course materials such as Barnett’s three domains of critical practice, action, reflexivity and analysis (Barnett cited in Glaister in the Reader p. 13) as key aspects of understanding the complexities involved in practicing critically. I will also discuss the importance of Glaister’s three pillars of everyday practice, ‘Forging of relationships’, ‘empowering others’ and ‘making a difference’. (Glaister cited in the reader pp. 17-21). I will analyse and evaluate my progress using examples from my practice learning opportunity in a Criminal Justice setting which will illustrate ways in which I have begun to demonstrate the autonomy required of a qualified worker, ‘respecting others as equal’s and the ‘open and not knowing approach’ (Glaister cited in the reader pp 12-14) whilst working to SiSWE standards. I will conclude by demonstrating why as a Critical Practitioner and reflective thinker I have been able to make informed judgements that seek to empower the service user, allowing them to take account of their views whilst balancing the complexity of professional power issues.
A traditional method assumes that the criticism involves both explication of what actually went on when the speaker engaged his or her audience, and an evaluation of how well the speaker performed the task of changing the audiences’ perspective of reality. It is also assumed that the traditional method will create a feeling of identification and sense of relatedness between the speaker or writer and the
Stosny states that “criticism fails because it embodies two of the things that human beings hate the most: it calls for submission, and we hate to submit and it devalues, and we hate to feel devalued” (Stosny). Furthermore, he argues that criticism is used as a form of “ego defense” when we feel devaluated by behavior or attitude as opposed to disagreeing with their behavior or attitude (Stosny). Tony Schwartz, author of the article “There’s No Such Thing as Constructive Criticism” for HarvardBusinessReview.com, says that criticism “challenges our sense of value” and “implies judgement and we all recoil feeling judged” (Schwartz). Schwartz reiterates the point that constructive criticism is a useful tool that isn’t working or doesn’t exist simply because people don’t know how to properly give or receive constructive criticism. To prove this, he lists three reasons why we assume constructive criticism doesn’t work while in reality it actually does. “The first mistake we often make is giving feedback when we are feeling that our own value is at risk. That’s a recipe for disaster, and it happens far more commonly than we think, or are aware” (Schwartz). To summarize this reason he listed, Schwartz states that when we feel like we’re being
When many people write, including myself, they get attached to their writing. Although writing can be a personal thing, I’ve learned that it is important to step away from your paper, and take the feedback on an objective level. The first time I got feedback, I had an overwhelming urge to defend myself. I remember reading that my introduction wasn’t complete, and that my evidence wasn’t properly introduced. I wanted to walk up to those who critiqued my paper, and spit right in their faces. ‘How dare they say bad things about my paper?’ I thought to myself. From here, I went back into my essay, and looked at what they had told me were errors. It was then that I realized that they were right. My introduction needed more background information, and my evidence should have had more of an introduction. They weren’t trying to be mean; they were just helping me receive a better grade, by looking at my essay through an objective view. Now, I go out of my way to ask people for feedback, and tell them to be honest. I want my paper to be the very best it can be, so it isn 't helpful when people hold back. I now understand that those giving feedback aren’t insulting me, or the paper; they are just suggesting ways to improve, or enhance my ideas. Giving and receiving feedback is a hard, yet important skill to learn, and hope to continue improving in this
The ability to reflect critically on one’s experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered by some adult educators to be a distinguishing feature of the adult learner (Brookfield 1998; Ecclestone 1996; Mezirow 1991). Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Cranton 1996). Brookfield (1995) adds that part of the critical reflective process is to challenge the prevailing social, political, cultural, or professional ways of acting. Through the process of critical reflection, adults come to interpret and create new knowledge and actions from their ordinary and sometimes extraordinary experiences. Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights.
In this chapter, I learned new ways to give and to accept feedback. Personally, I like getting feedback. I like it because it allows me to improve on my work. For example, whenever I write essays I like to have another person look at it so they can catch any small, or even big, mistakes that I may have done. This chapter also taught me that too much negative feedback can really take a toll on a person negatively. When you give somebody too much negative feedback, that person can start to think that they’re doing everything completely wrong and can really be detrimental to their self-esteem. To give good feedback, you should give the person more positive feedback than negative. You should use constructive rather than destructive feedback. Constructive feedback is more information specific and issue specific based on observations without using judgement. Destructive feedback is full of judgement and isn’t helping the person learn. When you get the feedback, it is best to reframe it and then reconstruct it to your advantage. Getting feedback is always a good tool to get but not when it only contains
The book I'm a Stranger Here Myself, written by Bill Bryson, is based on a collection of written articles. Bryson writes about everyday events and shows their negative qualities through whining or creative criticism. He attracts the readers' attention by writing ideas that relate to a normal persons life. His methods are very powerful because it attracts his main audience of common people through his simple vocabulary use and everyday middleclass situations. Also between his "complaining" he throws in little jokes that make his stories entertaining. This makes the reader continue reading because it constantly grabs their attention. Another reason of why Bryson's style of writing is very effective is because all of his stories have a main theme that gives a strong and important message to the reader. Some of these messages may be a little controversial to some readers but are very thought out and well explained.
In the world of education, assessments play an integral role in student learning. To get the most out of assessments, they must be aligned with the standards, accurately measure what students know, as well as promote student learning (McTighe and O’Connor, 2005). In order to do this, it is important to include students in the assessment planning process. This should begin at the beginning of a unit with the pre-assessment and should be carried throughout the formative and summative assessments. Dr. Anne Davies believes that “when students are involved in the assessment process, they are more engaged and motivated, and they learn more” (Davies, 2007, p. 31). In my interdisciplinary unit, I attempt to include students in every stage of the assessments
Communication is the process of sharing ideas, thoughts, and opinions with the intentions of another person interpreting the expression. Communication is a learned process and without communication, the world would not function properly. Effective communication is a quality that can positively influence how operations work both the workplace and in personal life. By communicating effectively, people can learn how to build trust, earn respect, and accomplish goals. Learning how to communicate effectively is not considerably an easy task, and there are certain components that need to be addressed and barriers that must be overcome. Several strategies and techniques can help deal with potential communication barriers and by learning these strategies,
Many individuals believe that being a teacher is an easy task. Our society believes that any person can become a teacher. But experience has shown that not everyone is capable of being a teacher. There are many personality traits that are required to be an effective teacher. The role that a teacher provides for the students is very important to the advancement of general knowledge and higher learning. An effective teacher has the power to shape and mold the lives of young children. They have knowledge of their subject; are very organized and clear with their students; and they show great warmth and enthusiasm.
Feedback is a type of communication that we give or get. Sometimes, feedback is called "criticism," but this seriously limits its meaning.
In reality, while we grow as a person in childhood or in early adulthood, we do not have much sensitivity to criticism, but later in life we realize that we as a human being get disturbed for criticism. As a part of our thinking process, we think more as compared to act. Hence, taking things to heart and getting too disappointed when things are done in the wrong way. This weakness is found in a person with sensitivity. Such person has extreme fear of getting rejected. Here I want to elaborate my personal example of