2nd Semester

Trends network
and critical
thinking in the 21st
century
 Chapter 1: Lesson 1

WHAT IS TRENDS
• a general trend of change: an approach,
manner of doing things, etc., that is
evolving and spreading

• Social Trend -Over time, people's

preferences continue to evolve. Their
preferences also shift over time. Social
trends apply to every facet of society.
• Recognizing trends enables people and
businesses to innovate and adapt by helping
them foresee changes in consumer
behavior, technology, and other areas. In
today's world, networks are essential for
sharing information, collaborating, and
facilitating communication.
 Chapter 1: Lesson 1

The 21st century

world
 the 21st century
• Has dawned amazing achievements,
innovations, and change in mode of
thinking.
• It leads learners to become learned and
responsible citizens in today’s society.
• It brings imperatives to develop fair-
mindedness along with the interpersonal
communications skills, both written and
oral.
Humanity’s demands on the planet are growing
rapidly. If we are able to make the planet and
civilization work, we face a magnificent future.
If we fail, we could be headed for a new Dark
Age.

-Martin 2014
TECHNOLOGY
 SHRWED TRIAGE
• Having a clever awareness and sharp
intelligence in identifying which needs much
attention.
• People should know how to properly use the
information and media in a meaningful ways
by having sharp intelligence in sorting which
is credible and helpful.
 Chapter 1: Lesson 2

The 21st century

skills:
 skills for the 21st
century challenges
anchoring
Staying focused amid deluge of distraction

filtering
Extracting important elements

connecting with each other

Building linkages and networks to keep
infomed.
 being human
together
Interacting with other people, getting mindful of
humanity, and becoming humane
creating and deriving
meaning
comprehending meaning and repercussions

evaluation and authentication

Determining the importance of knowledge and
ensuring veracity
altered process of
validation
Verifying information by triangulation

critical and creative

thinking
Employing standards and frameworks of
thinking, knowing the box before going outside.

pattern recognition
Decision-making process in defining a problem
navigation of knowledge
landscape
Navigating ang excavating the sources of
knowlegde
acceptance of
uncertainty
Preparedness and keen projection of the
unkown;

contextualization
Careful consideration of the situation
learning skills
• Critical Thinking
• Creative Thinking literacy skills
• Collaboration • Flexibility
• Communication • Initiative
• Social Skills
literacy skills • Productivity
• Information Literacy • Leadership
• Media Literacy
• Technology Literacy
 OECD
• It is a problem solving test used a range of
so-called “microproblems”: small computer
simulations of problems that require the
active exploration of the situation and
application of knowledge gained that way.
 OECD
• This also show children’s potential much
more clearly.
• The impact of socio-economic status on a
child’s ability to solve problems has been
found to be weaker than it is on their ability
to read or perform math or science tasks
across the participating countries.
 Outside the
box
• Inevitably, comparing the reading skills and
schooling systems in countries as diverse as
Kazkhstan, Korea, and Qatar have its
difficulties. Still the PISA studies have had a
tremendous impact on education, leading
efforts to recognize education in several
counties including Japan, Denmark, and
Germany.
 Outside the
box
• The question arises whether our education
systems are keeping pace with these
developments.
• Positive findings of the creative problem-
solving tests give hope generations of
capable problem solvers coming out of our
schools in the years to come.
 Chapter 1: Lesson 3

The 21st century

call: financial
literacy
 Credit
Mon card
ey
 Financial literacy
• Financial knowledge and financial education
are used interchangeably in formal literature
and popular media.
• Everything revolves around money,
knowledge and use.
 Financial literacy
• It is the ability to use knowledge and skills
to manage one’s financial resources
effectively for lifetime security (Mandell
2009)
• Understanding financial literacy implies that
a person is knowledgeable about personal
finance, and applies such knowledge in
dealing with one’s finances.
 Determinants of financially-literate
•
persons
Plans, saves, invests in stocks, accumulate
more wealth
• Less credit card debt
• When they borrow, they manage their loans
better, paying off the full amount each
month rather than just the minimum due.
 Determinants of financially-literate
•
persons
They refinance their mortgages when it
makes sense to do so
• Less likely to use high-cost borrowing
methods.
• More knowledgeable individuals invest in
more sophisticated assts, generating higher
expected returns on retirement savings
along with lower nonsystematic risks.
• Financial education should be the best tool
to effectively come up with better financial
outcomes.
• Saving is imperative to improve individual
and societal welfare.
• Saving help finance productive investments
in human and business capital.
• Access to financial education does not
guarantee that poor financial practices are
provided with solution.
Financial literacy
for Filipinos
• The Filipino mindset upon receipt of salaries,
as commonly-known, is that upon receipts
of salaries, spending comes in before
saving. What is left is saved. If there’s none
left, then there’s noting saved
• Financial planning teaches individuals to be
responsible when it comes to their finances,
and instills the discipline needed in order to
keep track of their financial goals.
What can the government
and financial institutions
do to make Filipinos
financially-literate?
• Develop financial education policies
and set up robust financial consumer
protection frameworks ensure that
consumers are informed and
understand the financial products
available to them.
• Involve financial service providers and other
keys stakeholders to build the financial
capabilities of the youth and adults through
a variety of delivery channel.
• Empower teenagers to deliver financial
education on issues such as savings to
younger children.
• Financial literacy programs can reduce
economic inequalities as wells as
empowering citizens and decreasing
information asymmetries between financial
intermediaries and their customers.
What is savings and why it
is important?
 Savings
• Is a portion of income not spent on current
expenditures.
• Without savings, unexpected events can
become large financial burdens.
• It helps an individual or family become
financially secure.
How much money should be saved?
• It is recommended that 10-20% of net
income should be saved until the
appropriate amount of savings is reached.
• Net income is the amount of an individual’s
take-home pay after taxes and other
deduction have been taken out of a
paycheck.
Where can money be
saved?
 Depository institutions
• It is a business that offers financial services
to people , such as savings and checking
accounts.
• It offers account that earn interest, allowing
customers to take advantage of the time
value of money.
 Depository institutions
• TIME VALUE MONEY- means paid out or
received in the future is not equivalent to
money paid out or received today.
• The amount of interest earned is
determined by calculating a percent of the
amount of money deposited.
 SaVINGS ACCOUNT
• Is an account with a depository institution
that holds money not spent on current
expenditures.
• Money can be saved up until the owner
needs to use it for emergencies.
 Money market deposit
• Is an account that pays a higher interest
rate that a savings account.
• It requires more money to open and have
limits on the number of times money can be
withdrawn from the account every month.
 CERTIFICATE OF DEPOSIT
• Is an account that pays interest of the lump
sum of money.
• Once the money is saved in the CD, it is
required to stay there for a specific period of
time.
• The interest rate money earns in CD is
usually higher than the aforementioned
accounts.
• The higher the interest rate , the more
money earned.
• The larger the amount of money saved, the
larger the amount of interest earned will be.
• The longer money is left in a depository
institution account, the longer money will
have to earn interest.
HOW TO BEGIN SAVING
MONEY
• Set aside a portion of money (10-20% of net
income is recommended) for saving each
time a person is paid before using any of the
money for spending.
• A goal is defined as the end result of
something a person intends to acquire,
achieve, do, reach, or accomplish.
• Financial goals are specific objectives to be
accomplished through financial planning
and include saving money.
• Setting goals helps an individual identify
and focus on items that are most important
to them and then make decisions that help
obtain those items.
 Chapter 2

CRITICAL THINKING
 ALWAYS REMEMBER THAT:
• Critical thinking is an essential tool to
problem-solving and responsible decision-
making.
• There are strategies on how critical thinking
can be applied to everyday tasks in real
world, as well as in accepting and rejecting
trends to get better result.
 Critical thinking
• Is a mode of thinking about any subject,
content, or problem in which the thinker
improves the quality of his or her thinking
by skillfully taking charge of the structures
inherent in thinking and imposing
intellectual standard upon them.
 Critical thinking
• It is self-directed, self-disciplined, self-
monitored, and self-corrective thinking.
• It entails effective communication and
problem-solving abilities and a commitment
to overcome our native egocentrism and
socio-entrism.
• Many teachers say they strive to teach their
students to be critical thinkers. But the truth
is that you cannot teach people to be critical
unless you are critical yourself.
• Debate and discussion based on
considerable knowledge something that is
almost entirely absent in the educational
world.
The misuse of criticism
1. Critical Thinking is not a skill.
2. Critical Thinking means indoctrination.
3. Critical theories are uncritical theories.
WHAT IS CRITICISM?
• It is a disinterested endeavor to learn and
propagate the best that is known and
thought in the world.
• As Matthew Arnold defined Critical Thinking,
it is more like a character trait, like having a
critical spirit, or willingness to engage in
the give and take of critical discussion.
• Criticism is always about the world and not
about you.
1. Who am I? What is my connection to the
people and institutions in my community
and the whole world?
2. How do I diligently develop my fair-
mindedness?
 Chapter 2: Lesson 2

BARRIERS TO
CULTIVATING
CRITICAL THINKING
 Activity:
Drawing assumption
1.What is the woman doing? Where is she?
2.With the caption, what do you think the
woman is up to?
2.With the facts presented, what is the
woman up to?
3.Notice how facts have changed your
assumptions. How did you arrive at your
conclusion?
• Assumption is something we take for
granted or presuppose. All of our thinking
and experience are based on assumptions.
• It can be true or false, verifiable or
disputable, depending on what and where
we anchor our reasoning.
• Often, we make assumptions and end up
concluding without verifying. Critical
thinking process helps us verify and
investigate something to have a clear
thinking.
• It supplants sloppy thinking with a clearer
one.
• Making assumptions without investigating is
a big barrier to cultivating critical thinking.
• Baseless conclusions and judgement are
potentially erroneous.
 Chapter 2: Lesson 3

The intuitive and

the strategic
thinker
1. Define strategic and intuitive thinking.
2. Explain strategic analysis and intuitive
thinking.
3. Attain skill in strategic analysis.
4. Use intuitive thinking in dealing with varied
activities.
 STRATEGIC THINKING
• It is the person’s capability for thinking
using concepts, imagination, systems and
the gift to grab the opportune time to attain
of success.
• It employs mental processes that are
abstractions using analogy across contexts,
systematic dealing with different
components that interact to emerge
behaviors.
UNCRITICAL, SELFISH,
AND FAIR-MINDED
CRTICAL THINKERS
 Uncritical persons
• Are those who have not developed
intellectual skills; persons who are naïve,
conformist, easily manipulated, often
inflexible, easily confused, etc.
• They are not able to skillfully analyze the
problems they face so as o effectively
protect their own interest.
 SELFISH CRITICAL persons
• Are skilled thinkers who have not genuinely
accept the values of critical thinking;
persons who use the intellectual skills of
critical thinking.
• They are typically able to identify flaws in
the reasoning of others and refute them and
to back up their own claims with plausible
reason.
Fair-minded critical persons
• Are skilled thinkers who do accept and
honor the values of critical thinking; persons
who use the intellectual skills of critical
thinking to accurately reconstruct the
strongest versions of points of view.
 The two independent
thinking styles: rationality
and intution
 RATIONALITY
• the state of having a sound foundation in
reason and logic, or of making decisions
grounded in reason and logic
• It alludes to the capacity for rational
thought. It includes the capacity to make
logical inferences from data, reasoning, and
facts. To put it plainly, logical thinking is the
process of organizing your thoughts around
facts rather than feelings.
 RATIONALITY
• A consumer does not randomly go to any
store to buy groceries. They tend to have
a specific store that they prefer based on
their rational decision (for example,
based on the store's prices).
 intuition
• An ability to understand or know something
without needing to think about it or use
reason to discover it, or a feeling that shows
this ability
• Intuition is that feeling in your gut when you
instinctively know that something you are
doing is right or wrong. Or it's that moment
when you sense kindness, or fear, in another's
face
 intuition
• Feeling like you have a “pit” in your stomach
when you have to make a hard decision.
• “Light bulb” moments where you understand
something or get a good idea out of nowhere.
• Reading non-verbal communication cues to
understand what people are saying between
the lines.
Rommel, a five year old boy, put a
label “Salt” into a jar of sugar.
Actually, he has been observing it
almost every day because of many
ants are invading the jar.
1. Why do you think Rommel has labeled
the jar of sugar “Salt”?
2. What thinking did he use? Intuitive or
strategic? Why?
3. What is lacking in his problem-solving?
 Chapter 2: Lesson 4

JUAN TAMAD: A
CRITICAL THINKER?
• Juan Tamad story illustrates
extreme laziness and stupidity.
• Being to lazy and unmindful to
climb the tree to pluck the fruit, he
decided to lie beneath the tree and
waited for the fruit to fall.
Elements of
reasoning
• There are two essential dimensions
of thinking that you need to master
in order to learn how to upgrade
your thinking.
• You need to be able to identify the
“parts” of your thinking, and you
need to be able to assess these
parts of thinking as follows:
• All reasoning has a purpose
• All reasoning is an attempt to figure
something out, to settle some
questions, and to solve some
problems
• All reasoning is based on
assumptions.
• All reasoning is done from some
points of view
• All reasoning is based on data,
information, and evidence
• All reasoning is expressed through,
and shaped by concepts and ideas.
• All reasoning contains inferences by
which we draw conclusions and give
meaning to data.
• All reasoning leading somewhere
has implications and consequences.
 What do you think is the
connection of the story of Juan
Tamad in our topic?
 Chapter 2: Lesson 5

BECOMING
DIVERGENT
• Abnegation the selfless
• Dauntless the brave
• Erudite the intelligent
• Candor the Honest
• Amity the Peaceful
 What does it mean to
become divergent?
• Distinct or evolving from something
else: Their perspectives on
contentious matters such as
abortion are radically different.
 Why is divergent thinking
important?
• It allows for the exploration of
creative solutions to more difficult
issues, overcoming the inclination
of many students to limit their work
to preconceived notions or initial
impressions.
 Why is divergent thinking
important?
• It encourages an appreciation of
many viewpoints and a
compassionate knowledge of
difference.
 Advantage/s of being
divergent
• People that use divergent thinking
are able to come up with novel
answers. It enables people to come
up with fresh ideas for solutions.
• Individuals can collaborate to
produce ideas as a team, which
fosters collaborative learning.
 Activity
1. What is the most efficient thinking style for
you? Intuition or Rationality?
2. How can you say that a person is being
irrational?
3. How can we successfully apply intuition in
certain situations?
4. How does logical thinking affect your
decision-making skills?