Meanwhile, back at school... I was the only student whose presentation won the approval of a classmate. She was listening while pretending to be a school principal at a school board meeting. Yes, it is true that PISA 2012 provides data which identifies a positive relationship between cognitive problem solving and math, reading and science achievement. What it does not explain is how developing cognitive problem-solving skills (critical thinking) is a subjective process. A follow-up assessment to the PISA may allow the identification of variables leading to the quantification of this phenomenon. I used the Rasta Beach video segment to elicit emotional appeal (a non-cognitive construct) when there was no data to support my position: The EQ-i assessments substantiate academic success through non-cognitive interventions with allegory. Until published data supporting the efficacy of EQ-i (emotional intelligence) interventions becomes available, the results remain entirely anecdotal. Therefore, we must make decisions based solely on the assurances of a respected Canadian company. This substantiates the importance of having strong non-cognitive skills such as emotional intelligence (awareness), especially considering our current socio-political climate. Having them helps us identify them. This is an incredibly valuable lesson to teach our students. Being able to differentiate between cognitive and non-cognitive arguments provides an individual with understandings that allow an accurate interpretation of the validity of a position.
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Nanny Maroon
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