Reflection Paper on Meditation on Description by Carini Patricia and Aesthetic Thought, Critical Thinking and Transfer by Housen Abigail
The article deduced that a description can be contrasted with interpretation. Description concerns something openly observed and acts as a confirmation for a consequent interpretation. According to Carini, description pertains to describing children and children’s work. However, cautious description is made by an individual making the describing. Description requires that a person must stand back while describingrequires that a person does not to rush to conclusion or judgement before observing the issue directly. Carini further stated that a description provides enough room for something to be completely presented. Describing is a specifictask, slow and an individual must set aside familiar classifications for generalizing specific issues.
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Reflection: Describing is a careful and deliberate work that requires enough discipline and patience. It keeps the person describing or rather the describerfrom rushing into judgment and conclusions. Description also prevents people from what they may feel as vigilant deliberation when it is not. The purported acts of description minimize the rush of another person’s thinking, and createspace to consider a complete complexity of a specific situation. Carini explained that a description creates space or something to be completely present. Describing provides the evidence for an interpretation, and it involves perceiving or noting a fact. Descriptive inquiry involves two practices including the description of reviews and feedbacks. It is part of reflection, and it primarily focuses on the active searching and gathering of evident information in the basis of intelligent actions and thoughtful analysis. This describes the importance of growth in the context of developing democracy.
Aesthetic Thought, Critical Thinking and Transfer by Housen Abigail
The article on Aesthetic Thought, Critical Thinking and Transferexplore the interrelationship of Visual Thinking Strategies (VTS) curriculum, as well as improvement and transfer of critical thinking knowledge and skills.Housen provided that VTS is the art-viewing practice created for the purpose of developing aesthetic understandings on the scope of feelings and thoughts that took place during creation of an art work. It was established that students involved in the Visual Thinking Strategies curriculum can transfer their skills on critical thinking, for instance speculations and supported observations, into their personal art-viewing skills independent of their teachers or groups. The students can as well employ their critical thinking experience into personal viewing experience of other non-object stuff.
Reflection: Visual Thinking Strategies promotes the growth of critical thinking among the learners. It influences the transfer of critical thinking skills to a different content and contexts, and this facilitates the students to apply such skills in the respective and related fields of study. VTS promotes aesthetic growth among students and other learners. This supports the idea that VTS acts as the major entry of learning and thinking, which can occur when the elementary learners respond to art work over a comprehensive period. It also reflects how learning in art influences the students to focus on the elucidation of images to critical thinking in different fields of study.
Conclusion
In relation to the two articles provided, it is evident that they are both similar in the fact that they involve curriculum strategies that enable the students or learners to employ their critical thinking skills when describing something. The two articles have strong correlation since they both enhance the growth of visual literacy among the learners; therefore promoting cooperation, citizenship skills, as well as promoting effectiveness among students, especially those with less aptitude on English language.
