Relevant bibliographies by topics / Thought

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Thought'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Thought"

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Howe, Fanny. "Thoughts about Thought." Janus Head 9, no. 2 (2006): 433–36. http://dx.doi.org/10.5840/jh2006929.

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McGee, Vann. "Thought, thoughts, and deflationism." Philosophical Studies 173, no. 12 (March 5, 2016): 3153–68. http://dx.doi.org/10.1007/s11098-016-0656-9.

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Шадриков, В. Д., С. С. Кургинян, and О. В. Мартынова. "Psychological Studies of Thought: Thoughts about a Concept of Thought." Психология. Журнал Высшей школы экономики 13, no. 3 (June 30, 2016): 558–75. http://dx.doi.org/10.17323/1813-8918-2016-3-558-575.

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Chen, Eric Y. H. "Ordering thoughts in thought disorder." British Journal of Psychiatry 159, no. 1 (July 1991): 160. http://dx.doi.org/10.1192/s0007125000024533.

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Martin, M. G. F. "Particular Thoughts & Singular Thought." Royal Institute of Philosophy Supplement 51 (March 2002): 173–214. http://dx.doi.org/10.1017/s1358246100008134.

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A long-standing theme in discussion of perception and thought has been that our primary cognitive contact with individual objects and events in the world derives from our perceptual contact with them. When I look at a duck in front of me, I am not merely presented with the fact that there is at least one duck in the area, rather I seem to be presented with this thing (as one might put it from my perspective) in front of me, which looks to me to be a duck. Furthermore, such a perception would seem to put me in a position not merely to make the existential judgment that there is some duck or other present, but rather to make a singular, demonstrative judgment, that that is a duck. My grounds for an existential judgment in this case derives from my apprehension of the demonstrative thought and not vice versa.
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McGrath, John. "Ordering Thoughts on Thought Disorder." British Journal of Psychiatry 158, no. 3 (March 1991): 307–16. http://dx.doi.org/10.1192/bjp.158.3.307.

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A common denominator can be found permeating thought disorder at various levels – the lack of executive planning and editing. With data available from aphasiology and neuropsychology, certain features of thought disorder can be reinterpreted as being consistent with dysfunction of the frontal lobe. It is hypothesised that thought disorder may reflect a dysfunction of the cortical–subcortical loops that project into the pre-frontal cortex. The hypothesis predicts that thought-disordered patients will have impaired performance on tests of frontal lobe function, regardless of diagnosis.
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Mendlow, Gabriel. "Thoughts, Crimes, and Thought Crimes." Michigan Law Review, no. 118.5 (2020): 841. http://dx.doi.org/10.36644/mlr.118.5.thoughts.

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Thought crimes are the stuff of dystopian fiction, not contemporary law. Or so we’re told. Yet our criminal legal system may in a sense punish thought regularly, even as our existing criminal theory lacks the resources to recognize this state of affairs for what it is—or to explain what might be wrong with it. The beginning of wisdom lies in the seeming rhetorical excesses of those who complain that certain terrorism and hate crime laws punish offenders for their malevolent intentions while purporting to punish them for their conduct. Behind this too-easily-written-off complaint is a half-buried precept of criminal jurisprudence, one that this Essay aims to excavate, elaborate, and defend: that the proper target of an offender’s punishment is always the criminal action itself, not the offender’s associated mental state conceived as a separate wrong. Taken seriously, this precept would change how we punish an assortment of criminal offenses, from attempts to hate crimes to terrorism. It also would change how we conceive the criminal law’s core axioms, especially the poorly understood but surprisingly important doctrine of concurrence.
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Taliaferro, Charles. "Experimental Thoughts and Thought Experiments." Philosophia Christi 14, no. 1 (2012): 193–207. http://dx.doi.org/10.5840/pc201214113.

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Rule, Ashley. "Ordered thoughts on thought disorder." Psychiatric Bulletin 29, no. 12 (December 2005): 462–64. http://dx.doi.org/10.1192/pb.29.12.462.

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Aims and MethodTo review and clarify the large number of psychophenomenological terms used to describe thought disorder. The most recent editions of the major psychiatric textbooks and medical dictionaries in the library of a London teaching hospital were used to compile a list of such terms. The various, often conflicting definitions were compared.ResultsThere were 68 terms identified. There was significant redundancy in these terms (i.e. more terms than significantly different concepts described). Different sources gave different definitions for the same terms.Clinical ImplicationsThe understanding of many of the terms used to describe thought disorder is poor. This is confusing for clinicians, trainees and patients.
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McGrath, J. "Ordering thoughts on thought disorder." Schizophrenia Research 3, no. 1 (January 1990): 73. http://dx.doi.org/10.1016/0920-9964(90)90170-c.

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Dissertations / Theses on the topic "Thought"

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Carper, Teresa. "THE EFFECTS OF PSYCHOEDUCATION ON THOUGHT-ACTION FUSION, THOUGHT SUPPRESSION, MAGICAL THINKING, AND RESPONSIBILITY." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3718.

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Thought-action fusion (TAF) is the phenomenon whereby one has difficulty separating cognitions, particularly those that are intrusive and disturbing, from their corresponding behaviors. Recent work has suggested that TAF is malleable and amenable to change. The current study examined the effects of three different psychoeducational interventions on thought-action fusion, anxiety, thought suppression, magical thinking, and responsibility cognitions. Assessments were conducted both immediately following the interventions and after a two-week period. Results indicated that individuals who received a cognitive-based intervention that targeted irrational thoughts had significantly lower TAF scores than individuals who received an intervention that discussed thoughts from a non-evaluative framework and individuals in the control group, both immediately following the intervention and at the two-week follow-up. As hypothesized, all groups experienced a significant decrease in anxiety between the post-intervention and follow-up assessments; however, there was a trend towards significance for those who were exposed to the cognitive-based intervention to experience a greater decrease in anxiety than those in the control group. The cognitive-based intervention group was the only group that did not experience a significant increase in thought-suppression from baseline to post-intervention, and was also the only group to experience an increase in both frequency of and belief in low-responsibility thoughts from baseline to follow-up. No significant group differences were found for the construct of magical thinking. Implications are discussed.
Ph.D.
Department of Psychology
Sciences
Psychology PhD
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Ie, Amanda Yen Lin. "Profiles of Everyday Thought Suppression." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11059.

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The present research assessed whether levels of depression, anxiety and worry, obsessive-compulsive distress, and psychopathy were differentially related to distinct thought suppression profiles. As a means to achieving this goal, the Profiles of Everyday Thought Suppression (PETS) scale was constructed to measure the frequencies with which various target thoughts are suppressed. The PETS scale demonstrated good internal consistency and test-retest reliability, and scores were positively correlated with the general tendency to experience intrusions, the general tendency to suppress thoughts, neuroticism, and health complaints. Although the proportions of time people suppress thoughts was positively associated with the frequencies with which the thoughts are experienced, the strength of the associations differed across thought contents, suggesting that not all frequently experienced thoughts are invariably subject to suppression attempts. The frequency with which thoughts are generally suppressed was positively associated with overall levels of subclinical psychopathology experienced during the past month. When comparing across the various thought categories, results from multiple analytic strategies converged to suggest that specific subclinical psychopathological states are associated with particular sets of thoughts that are frequently suppressed.
Psychology
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López, Silva Pablo. "On the architecture of psychosis : thoughts and delusions of thought insertion." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/on-the-architecture-of-psychosisthoughts-and-delusions-of-thought-insertion(d5a49b7e-1074-4fcc-bb53-7d56cd8baa87).html.

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In its many manifestations, psychosis leads to a number of clinical and philosophical debates. Despite their practical and conceptual importance, a number of these debates remain unresolved. Appealing to the connection between phenomenological descriptions, empirical evidence, and philosophical analysis, this dissertation is devoted to the careful examination of five of the main debates surrounding the occurrence of delusions of thought insertion, one of the most complex and severe symptoms of psychotic disorders. Roughly speaking, patients suffering from thought insertion report that external agents of different nature have placed certain thoughts into the patients' minds. The introduction to this compilation clarifies the main distinctions underlying the general discussions about delusions and the specific debates surrounding thought insertion. The introduction is followed by a collection of five papers. The first paper tries to explain the way in which subjects self-attribute their own conscious thoughts in terms of agency. The second paper, assuming that delusions are a type of belief, engages with the discussion about the role that experiential abnormalities have in the process of formation of the delusional belief of thought insertion. The third paper examines the role that affective impairments might have in the process of production of thought insertion, an issue that is often overlooked by current dominant approaches to thought insertion. Taken altogether, the first three papers of this collection offer a novel understanding of the aetiology and architecture of thought insertion. The fourth paper examines a much larger discussion that overlaps with the debate about the subjective features of thought insertion. It is argued that cases of thought insertion - in conjunction with other psychotic phenomena - undermine the current self-presenting theory of consciousness, a theory meant to explain the most fundamental subjective character of conscious experiences. Finally, the fifth paper of the compilation engages with a more general discussion about the nature and role that delusions might play in a subject's life. It is argued against the dominant view that there are good reasons to characterize a certain type of monothematic delusions (including some cases of thought insertion) as biologically adaptive.
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Manson, Neil. "Conscious thought." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313072.

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Morris, Edwin Kent. "Crisis Thought." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73167.

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Crisis thought is an idea that gives a name to and accounts for some of the problematics of the sign crisis in political, social, cultural, and economic discourse. Specifically, crisis thought is a discursive formation, a concept used loosely here to refer to an assemblage of signs such as anxiety or fear that evoke or invoke similar, but inaccurate connotations as crisis in political and everyday usage. The general question this study grapples with is why political, social, cultural, and economic crises are often recognized and, yet, are seemingly unrecognized, unaddressed, or accepted as a basic part of political and ordinary life. This study focuses on the mobilization of crisis thought by the 24/7 news media and throughout politics in the United States. Working outside of economic and Marxist traditions of crisis studies, this study focuses on the effects of crisis thought by way of a critical, interpretive, and interdisciplinary approach. There are two goals of this project. The first is to offer some of the linkages between crisis thought, security, and liberalism. The second goal is to examine through various examples and vignettes how, where, and why crisis thought manifests itself in US politics and in ordinary life. Some topics addressed in this study include: news media, infrastructure, police militarization, mass shootings, US electoral politics, and the alleged US politics of crisis. In the final analysis, this study suggests that 24/7 news media and political mobilizations of crisis thought paradoxically help secure the ontological security of subjectivities as linked to securing security and the logos of liberalism. This study illuminates a peculiar aspect about liberal capitalist democracies: the (re)production of a myriad of crises and, thus, crisis thought, in order to perpetuate itself.
Ph. D.
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Darby, Peter Nicholas. "Bede's eschatological thought." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/416/.

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This thesis examines the eschatological thought of Bede (673-735). Relevant content is drawn from a wide range of Bede’s exegetical and non-exegetical works. The world ages analogy, crucial to Bede’s perception of time, chronology and eschatology, is discussed in the first four chapters. These chapters explain the significant changes that Bede made to the analogy following an allegation of heresy that arose in 708. Chapters five, six and seven outline Bede’s beliefs regarding key eschatological concepts such as: Antichrist, the day of judgement and the post-judgement afterlife. Bede’s ‘eschatological perspective’ is the final major theme to be considered. Bede’s perceived proximity to the end of time is shown to be a variable factor that changed according to time and circumstance. The thesis reveals that Bede was an innovative scholar who re-worked the traditional theoretical models that he inherited from earlier Christian theologians. Bede is shown to be a commanding scholarly authority who played an important role in defining the eschatological beliefs of his contemporaries. Finally, this thesis distinguishes aspects of Bede’s early eschatological thought from his beliefs in the mature stages of his authorial career. This has implications for the dating termini of several texts.
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Aasen, S. "Thought without illusion." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1459420/.

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This thesis targets the part of Gareth Evans’s and John McDowell’s view of singular thought which involves the claim that there can be illusions of thought. Singular thought is, according to Evans and McDowell, an object-dependent thought-content; such thought-content could not be entertained unless the object it is about exists. Nevertheless, in a case of perceptual hallucination, where a subject mistakenly takes it that there is an object in front of him or her, Evans and McDowell think that it can seem to a subject exactly as though he or she is having an object-dependent thought, although the subject is in fact not thinking at all due to the absence of any object to think about. The thesis argues for a rejection of this idea of illusions of object-dependent thought. It is further argued that the idea of illusions of thought can be eliminated from Evans’s and McDowell’s view without abandoning their fundamental insight about how singular thought-content is object-dependent. Following specifically McDowell’s development of the view, it is suggested that singular thought is about the world in virtue of how things cognitively appear to the subject. It is suggested that in an alleged case of illusion of thought, the subject has an object-dependent thought about an object whose existence in part is due to the mind’s directedness in that very episode of singular thinking. Furthermore, Evans’s and McDowell’s respective views of acquaintance are criticised, and an idea about acquaintance as awareness of a wider range of objects than just perceivable objects is put forward. In general, the thesis outlines a revised version of Evans’s and McDowell’s view, a version according to which singular thought, although externalistically individuated, is transparent to the thinker.
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Starchenko, E. "POWER OF THOUGHT." Thesis, Національний авіаційний університет, 2015. http://er.nau.edu.ua/handle/NAU/15344.

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Chikara, Sasaki. "Descarte's mathematical thought /." Dordrecht : Kluwer Academic, 2003. http://catalogue.bnf.fr/ark:/12148/cb39088689f.

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Peterson, Rachel. "FOOD FOR THOUGHT: THE RELATIONSHIP BETWEEN THOUGHT SUPPRESSION AND WEIGHT CONTROL." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3123.

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The current study assessed the relationship between individuals' tendency to suppress thoughts, particularly related to food and body weight/shape, and outcomes such as weight loss maintenance and diet sabotaging experiences (e.g., binge eating). Community and university individuals (N = 347) who are or previously were overweight completed self-report measures of thought suppression, weight history, and eating behaviors. Suppression of specific thoughts about food/weight/shape was related to weight cycling, binge eating, and food cravings. Participants who believed thoughts of food lead to eating were more likely to attempt suppression of food-related thoughts. Results have implications for improving weight loss maintenance and support further exploration of third wave interventions, such as Acceptance and Commitment Therapy and Mindfulness, in the treatment of obesity.
Ph.D.
Department of Psychology
Sciences
Psychology PhD
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Books on the topic "Thought"

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Precis of thoughts on thought. Mahwah, NJ: L. Erlbaum, 2002.

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Padesky, Christine A. Testing automatic thoughts with thought records. Newport Beach, CA: Center for Cognitive Therapy, 1996.

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Harman, Gilbert. Thought. Ann ARbor, Mich: UMI, 1996.

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Haider, M. Ali Akbar. Thought after thoughts for water over waters. Dhaka: Anyaprokash, 2011.

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Vicent, Todoli, ed. Food for thought, thought for food. Barcelona: Actar, 2009.

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Things you thought you thought youknew! London: Unwin Paperbacks, 1986.

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Unshadowed thought: Representation in thought and language. Cambridge, Mass: Harvard University Press, 2000.

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Weak thought. Albany: State University of New York Press, 2012.

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Tong, Rosemarie, and Tina Fernandes Botts. Feminist Thought. Fifth edition. | Boulder, CO : Westview Press, [2017]: Routledge, 2018. http://dx.doi.org/10.4324/9780429495243.

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Dentith, Simon. Bakhtinian Thought. London: Taylor & Francis Inc, 2004.

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Book chapters on the topic "Thought"

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Melnick, Arthur. "Thought." In Space, Time, and Thought in Kant, 27–50. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2299-0_2.

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Eaton, Malachy. "Thought." In Computers, People, and Thought, 63–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55300-5_4.

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Fountoulakis, Kostas N. "Thought." In The Human Connectome, 273–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10351-3_12.

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Jacobson, Anne Jaap. "Thought." In Keeping the World in Mind, 103–14. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137315588_8.

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Bayne, Tim. "Thought." In Philosophy of Mind, 77–97. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003225348-6.

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Csányi, Vilmos. "Thought, Behaviour, and Thought-Chunking." In Language, Cognition, and Mind, 77–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66175-5_6.

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Olsson, Gunnar. "Thought-in-Action/Action-in-Thought." In Knowledge and Space, 67–88. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44588-5_4.

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Gal-Or, Benjamin. "Thought-Provoking and Thought-Depressing Quotations." In Cosmology, Physics, and Philosophy, 495–501. New York, NY: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4615-9661-5_16.

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Roper, Derek. "Political Thought." In A Handbook to English Romanticism, 215–18. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22288-9_64.

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McLellan, David. "Marseilles: Thought." In Simone Weil, 191–219. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-10697-4_10.

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Conference papers on the topic "Thought"

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Payne, S. J. "Tools for thought: food for thought." In IEE Colloquium on Design Systems with Users in Mind: The Role of Cognitive Artefacts. IEE, 1995. http://dx.doi.org/10.1049/ic:19951496.

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Cianfarani, Francesco. "Introduction: Engaging Design-Build Pedagogy." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335062.

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Newman, Winifred, and Lee Fithian. "Introduction: "Do Not Try to Remember": Pedagogy in Transition." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335080.

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This introductory section of the "Do Not Try to Remember": Pedagogy in Transition portion of the Schools of Thought proceedings contains an overview of the session's chairs, its themes, and included papers.
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Scelsa, Jonathan. "Reviewing Digital--Critiquing the Static Crit." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335081.

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This paper focuses on challenging design pedagogy to question its ingrained reviewing methods that require the production of static media. This examination looks at new methods of digital design practice that allow a student to both design and quickly output a digitally interactive version of their model for impactful means of collaboration by faculty of all ages as well as other students. Topics covered include the space of digital review, how architectural academia can harness new social media culture, and core concepts surrounding the technologies of information.
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Schaefer, Shawn. "Community Engagement and Service-Learning Reciprocity." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335074.

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As part of the University of Oklahoma’s Christopher C. Gibbs College of Architecture, the Urban Design Studio prepares graduate students from diverse backgrounds in its Master of Urban Design program to practice as urban design professionals. The studio uses a reciprocal community engagement and service-learning approach that benefits cities and residents of Oklahoma and provides students with meaningful educational experiences. Four case studies of studio projects are considered here. Each case study focuses on a different type of project, including creative urban design practice, participatory action research, community-based planning, and real-life, real-time placemaking. The studio regularly collaborates with communities on urban design studies and interventions. One such project focused on the revitalization of a three-mile stretch of Route 66 running through the heart of Tulsa. Participatory action research is represented by Tulsa Photovoice, an example of how studio faculty and students collaborate with communities to discover knowledge. Working in a more traditional framework, studio students led a community-based planning process for the downtown plan of the city of Muskogee, Oklahoma, entitled a Landscape of Hope. Finally, placemaking activities like the one for the Chapman Green illustrate how students learn by making. Each case study explains how the project was initiated, what community engagement techniques were used, and how students participated. Project outcomes are also summarized.
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Mesa, Felipe, and Miguel Mesa. "Clouds of Wood: A Columbian Design-Build Experience." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335064.

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The idea of complexity in the teaching and practice of architectural design is linked to formal processes or their programmatic features, leaving aside relevant aspects of the complete cycle of an emergent building: the relationships with the communities involved, management of financial and material resources, technical designs, environmental qualities, construction, and performance. In this way, too much relevance is given to the production of architectural representations and the student’s individual work, in detriment to the real impact that the student's activities may have on our society. In the Clouds of Wood Design-Build Studio (Medellín, Colombia, 2013–17), complexity was understood as the passage of a team of two professors and thirty students through the stages of design and construction of small-format buildings, made in association with rural communities near Medellín and a local company specializing in building with immunized wood. Constructions with a light program, low cost, and high impact on the communities’ daily lives were agreed on between all parties. Excessive production of drawings, models, and simulations was avoided, and collaboration between students, teachers, community leaders, representatives of municipal governments, and construction instructors was encouraged. In each semester of this course (ten studios in five years), the students worked in an articulated way in five groups with defined roles and responsibilities (fund-raising, drawing, wooden models, budget, construction). They only drew plans after knowing in depth the materials and construction technologies to be implemented; they only designed after visiting the communities involved; and they only built after understanding the budgets and the various constraints in play. If in a traditional design studio the students spend at least 80 percent of their time in activities of representation, often disconnected from everyday reality, in this course, they spent half of their time in meetings with experts and leaders, generating not only a balance in favor of the project but also a limited number of precise drawings. The course ran in four one-month modules: the first one to define in a group the overall aspects of the design (program, size, location, qualities) and evaluate five variants; the second, to develop the chosen design proposal; the third, to plan the construction phase; and the last, to build and inaugurate the building with the community. The result was the creation of a family of permeable buildings that are resistant and adapted to the tropical climate; have minimal geometric, structural, and tectonic variations; and made use of the constructive advantages of immunized wood. In addition, the consolidation of a group of students committed to the particular problems of communities, who can propose necessary, relevant, and unexpected buildings, raised the question about what is significant or even radical, today, in the education of architectural design: (a) the exploration of worlds (not yet seen) through images and models, or (b) the incorporation of design into the (already existing) complex and restrictive dynamics through a built architecture project?
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Brackett, Robert. "Architecture Revisits Math & Science: Computation in a Visual Thinking Pedagogy." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335059.

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This paper makes a case for the greater integration of computational logic and principles in core undergraduate architectural design courses as visual thinking pedagogy. Math and computation present abstract problems that may seem at odds with the real-world design concepts with which students are familiar. Because architecture students are typically strong visual thinkers, abstract mathematical language can be difficult to learn, but these concepts can be used as a pedagogical interface to support visual problem-solving in the design process. Building on the work of Christopher Alexander in Notes on the Synthesis of Form and A Pattern Language, the idea of “pattern languages” can be used to develop a curriculum that relies on math and computation to connect the visual and social systems at work in the design process. Design curricula can integrate computational thinking based on vector math, geometry, calculus, matrices, set theory, visual programming, and scripting to build students’ computational literacy through visual problem-solving. George Stiny’s “shape grammars” offer an intuitive analog method for introducing students to computational thinking through elements and rules in preparation for designing with digital tools. The further we distance ourselves from the fundamental operations of mathematics and computation, the more we risk becoming obsolete in the process. Computer programs can automate modeling, analyzing, programming, reviewing, and even designing buildings. For now, that places the architect in a narrow domain of design and visual aesthetics, which will quickly be subsumed by machine algorithms deployed by software companies. These machine constructions operate at the social/cultural scale, a place suited for the critical position and service of architects. The education of an architect should therefore provide students with critical knowledge and skills that position them to define the parameters of automation and challenge the computer programmers with radical ideas, communicated in a shared language of mathematics that is both visual and abstract.
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Ferguson, Justin, and Shane Hampton. "Introduction: Participatory Design and Community Engagement." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335067.

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This introductory section of the Participatory Design and Community Engagement portion of the Schools of Thought proceedings contains an overview of the session's chairs, its themes, and included papers.
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Criss, Shannon, and Nils Gore. "Igniting Community Through Engaged Teaching." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335071.

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Much of what we consider to be traditional teaching practices has been formed within the limits of a classroom setting, buried within a disciplinary focus. Yet our students face great societal, economic, and environmental challenges. We must ask what are we educating our students for? Do traditional models prepare our undergraduate and graduate students for a dynamic and changing world? Service-learning gets students involved in thinking in the context of real-world issues about how to address pressing community needs in partnership with community organizations. In this paper, community-engaged teaching and service-learning will be illuminated by highlighting four diverse pedagogical approaches. This paper will provide new considerations for how to integrate or advance service-learning through courses: (1) learn by designing and making; (2) learn by cross-disciplinary engagement; (3) learn by engaging in other fields and cultures; and (4) learn by serving in the pipeline.
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Pannone, Michelle. "Agency in the Education of an Architect: Models of Engagement Toward Empowering Students." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335065.

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The disparity between education and practice continues to dominate academic discourse, but oftentimes forgotten is the impact that agency plays in architectural education and, in turn, a student’s presence and contributions within the future of the built environment. Integrating a haptic and tangible process with easily recognizable social implications alongside traditional didactic models in architectural education engenders a sense of empowerment and obligation to a larger social authority. How might agency drive the education of an architect? In addition to teaching technical skills, how might academia address the methods to develop students’ skill sets working with and through local and political actors? Implemented as an experimental design-build course, the intention is to enable students to apply their understanding of the design thinking process and knowledge of architectural principles in their community. The specific course that is the case study engages students across a variety of levels outside their comfort zone through collaborating with departments, administrators, and stakeholders to truly understand the inner workings of a project at the scale of a community. The outcomes, presented through a case study of an experimental course, further exemplify how architecture students employ the concepts of environmental psychology and participatory planning in action, within the context of a semester-long design-build, to create a more integrated user-driven approach to architectural education. Leveraging the next generation of thinkers by empowering them to apply their skills for the betterment of society is critical to the future. In cultivating experiences that empower students, it is imperative to recognize each student’s ability to impact the built environment, further establishing the basis of their responsibility as a designer through developing a sense of collective agency in their design education. Therefore, not only addressing but actively pursuing engagement in the context of their education transforms their academic experience from a passive learner to an active participant.
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Reports on the topic "Thought"

1

Mann, Steen R>. Chaos, Criticality, and Strategic Thought. Fort Belvoir, VA: Defense Technical Information Center, April 1991. http://dx.doi.org/10.21236/ada437356.

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van Doorn, Anne, Dick Melman, Judith Westerink, Nico Polman, Theo Vogelzang, and H. Korevaar. Food-for-thought : natuurinclusieve landbouw. Wageningen: Wageningen University & Research, 2016. http://dx.doi.org/10.18174/401503.

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Middleton, Gordon R. Jihad: Islamic Thought and Practice. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada258362.

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von Balthasar, Hans Urs. A Résumé of My Thought. Saint John Publications, 2022. http://dx.doi.org/10.56154/rv.

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Yoshihara, Toshi, and James R. Holmes. Japanese Maritime Thought: If Not Mahan, Who. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada520373.

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Vera-Hernandez, Marcos, and Emla Fitzsimons. Food for Thought? Breastfeeding and Child Development. Institute for Fiscal Studies, December 2013. http://dx.doi.org/10.1920/wp.ifs.2013.1331.

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Rajkovich, Nicholas B., Rick Diamond, and Bill Burke. Zero Net Energy Myths and Modes of Thought. Office of Scientific and Technical Information (OSTI), September 2010. http://dx.doi.org/10.2172/991748.

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Lee Y. Y. A THOUGHT ON VERY LOW ENERGY ANTI-PROTONS. Office of Scientific and Technical Information (OSTI), October 1986. http://dx.doi.org/10.2172/1151175.

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Ziegler, David W. Safe Heavens. Military Strategy and Space Sanctuary Thought,. Fort Belvoir, VA: Defense Technical Information Center, June 1998. http://dx.doi.org/10.21236/ada347009.

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Laird, Tony. Complexity and Military Strategic Thought Balancing Order and Chaos. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada441455.

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