comprehension should be your main reading goal, not how fast you read. develop a general study schedule that shows specifically when you plan to study for each class and for how long. choose the times you study based on when you are most alert, and determine the length of each study session using your reading averages for the subjects you are taking. some classes will require more hours of study than others, and the amounts of time you need to set aside can vary from week to week depending on the complexity of the material for a specific course.
Track you reading rates so you can create daily reading plans that set realistic goals for your classes each week. after using a study schedule and daily readings plans for several weeks, you will find that you begin to complete your reading assignments on time. your reading comprehension will also improve, and you nay even read a little faster. the reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing or rereading, subvocalizing, pacing.
Thursday, May 8, 2008
CRCB 3
memory is the process of storing and retrieving information. you will have difficulty remembering what you read if you do not know the stages in the memory process, and purposely use strategies at each stage to ensure that newly learned information becomes permanently stored. the single most important aspect of memory is understanding what you are trying to remember. it is difficult, if not impossible, to remember concepts you do not understand.
The three primary stages in the memory process are sensory memory, Short-term memory, and long-term memory. specific strategies you can use to enhance you sensory memory include the following: reading your text aloud, drawing pictures of the information you are learning, acting out a chapter in front of a mirror or an audience, visualizing information in you head, using your fingers to point to new words, and reading while riding an exercise bike. chucking is an effective strategy for organizing and remembering new information so that it remains in you short-term memory long enough to transfer into your long-term memory. in order to permanently store new information, mastering difficult vocabulary, creating a memory matrix, connecting new information with information you already know, going beyond the textbook, reviewing and teaching the new information to someone else.
The three primary stages in the memory process are sensory memory, Short-term memory, and long-term memory. specific strategies you can use to enhance you sensory memory include the following: reading your text aloud, drawing pictures of the information you are learning, acting out a chapter in front of a mirror or an audience, visualizing information in you head, using your fingers to point to new words, and reading while riding an exercise bike. chucking is an effective strategy for organizing and remembering new information so that it remains in you short-term memory long enough to transfer into your long-term memory. in order to permanently store new information, mastering difficult vocabulary, creating a memory matrix, connecting new information with information you already know, going beyond the textbook, reviewing and teaching the new information to someone else.
CRCB ch.2 summary
Vocabulary building is one of the most important reading strategies you can learn. by increasing your vocabulary, you increase your understanding of textbook information. you also increase your ability to speak and write well-to communicate effectively. a rich vocabulary allows you access to many types of reading material, while a limited one prevents you from fully understanding what you read. increasing your word power not only enhances your academic ability but also increases you chances of getting the job of your choice when you graduate.
Although no one knows every word, or interrupts reading to look up every unfamiliar word in the dictionary, using the simple strategies presented in this chapter will help you figure out and remember the meaning of new words. these strategies include using context clues, word analysis, writing in your textbook, creating word maps, understanding denotation and connotation, journal writing, and the card review system. don't skim over words you don't know. it prevents you from really understanding what you read, makes it difficult for you to participate in class discussions, and can hurt you on exams.
an important way to make new words a part of your regular vocabulary is to use them in your everyday speech and writing
Although no one knows every word, or interrupts reading to look up every unfamiliar word in the dictionary, using the simple strategies presented in this chapter will help you figure out and remember the meaning of new words. these strategies include using context clues, word analysis, writing in your textbook, creating word maps, understanding denotation and connotation, journal writing, and the card review system. don't skim over words you don't know. it prevents you from really understanding what you read, makes it difficult for you to participate in class discussions, and can hurt you on exams.
an important way to make new words a part of your regular vocabulary is to use them in your everyday speech and writing
CRCB ch.1 summary
Reading is an active process based on an author's ability to convey meaning through the written word and your ability to extract meaning from those words. one way to read actively is to connect what you already know to the new information you are learning. active learners become involved in their learning experience by previewing their reading assignments, outlining chapter or lecture notes, creating visuals, and reading books, other that their textbooks, to learn more about the subject they are studying.
Keeping a learning journal is also an active learning task. it helps you identify what you understand in a reading assignment and what is still unclear. it can also help you to understand how you learn, which learning styles work best for you, and how you can improve those with which you have difficulty.
concentration involves purposely focusing your attention on task while simultaneously blocking out distractions. the first step in achieving this is to learn what internal and external distractors block your concentration. the second step is to record your concentration habits in your reading journal.
Keeping a learning journal is also an active learning task. it helps you identify what you understand in a reading assignment and what is still unclear. it can also help you to understand how you learn, which learning styles work best for you, and how you can improve those with which you have difficulty.
concentration involves purposely focusing your attention on task while simultaneously blocking out distractions. the first step in achieving this is to learn what internal and external distractors block your concentration. the second step is to record your concentration habits in your reading journal.
chapter 11: intuctive reasoning and inductive fallacies
chapter summary
1. hasty generalization is the fallacy of basing a conclusion on insufficient evidence.
2. the either-or-fallacy, or false dilemma, is an argument that oversimplifies a situation, asserting that there are only two choices, when actually other alternatives exists.
3. the questionable statistic is that is either unknowable or unsound.
4. inconsistency in evidence is the fallacy of offering evidence that contradicts the conclusion.
5. the loaded question is the use of a biased question that seeks to obtain a predetermined answer.
6. the false analogy is a comparison of two things that have some similarities but also significant differences that are ignored for the sake of the arguments
1. hasty generalization is the fallacy of basing a conclusion on insufficient evidence.
2. the either-or-fallacy, or false dilemma, is an argument that oversimplifies a situation, asserting that there are only two choices, when actually other alternatives exists.
3. the questionable statistic is that is either unknowable or unsound.
4. inconsistency in evidence is the fallacy of offering evidence that contradicts the conclusion.
5. the loaded question is the use of a biased question that seeks to obtain a predetermined answer.
6. the false analogy is a comparison of two things that have some similarities but also significant differences that are ignored for the sake of the arguments
chapter 9: argument: what's a good argument?
chapter summary
1. the critical reading of arguments is an active endeavor that requires involvement, interaction with questions, and evaluation.
2. the questions asked in the critical reading of arguments are:
a. what viewpoint is the source of this argument?
b. what is the issue of controversy?
c. is it an argument or a report?
d. how is the argument structured in terms of reasons and conclusions?
e. what are the argument's strengths and weakness?
3. the analysis of arguments in terms of their reasons and conclusions applies to both inductive and deductive arguments. reasons include data, evidence and premise, while conclusions include those deductively drawn as well as hypotheses.
4. the conclusion of an argument is the last step in a reasoning process. however, it may be stated at any time during an argument or not at all.
5. reasons support conclusions. they may be generalizations that could function as conclusions in another context. once the argument's main conclusion is uncovered, the reasons offered in support becomes clear.
6. arguments state and defend a claim. usually they also attempt to persuade. arguments disguised as reports slant the facts and language toward a bias.
7. reports that only relate events or state facts cannot be analyzed as though they were arguments.
8. an issue is a selected aspects of a topic of controversy upon which position may be taken either pro or con. issues are stated in neutral terms often beginning with the word should and ending with a question.
9. the following questions can serve as guidelines for analyzing the strengths and weaknesses of arguments:
a. are the reasons adequate to support the conclusion?
b. are there any hidden assumptions?
c. are any central words ambiguous or slanted so as to incite prejudice?
d. are there fallacies of reasoning?
e. is any important information missing?
f. is any information false or contradictory?
1. the critical reading of arguments is an active endeavor that requires involvement, interaction with questions, and evaluation.
2. the questions asked in the critical reading of arguments are:
a. what viewpoint is the source of this argument?
b. what is the issue of controversy?
c. is it an argument or a report?
d. how is the argument structured in terms of reasons and conclusions?
e. what are the argument's strengths and weakness?
3. the analysis of arguments in terms of their reasons and conclusions applies to both inductive and deductive arguments. reasons include data, evidence and premise, while conclusions include those deductively drawn as well as hypotheses.
4. the conclusion of an argument is the last step in a reasoning process. however, it may be stated at any time during an argument or not at all.
5. reasons support conclusions. they may be generalizations that could function as conclusions in another context. once the argument's main conclusion is uncovered, the reasons offered in support becomes clear.
6. arguments state and defend a claim. usually they also attempt to persuade. arguments disguised as reports slant the facts and language toward a bias.
7. reports that only relate events or state facts cannot be analyzed as though they were arguments.
8. an issue is a selected aspects of a topic of controversy upon which position may be taken either pro or con. issues are stated in neutral terms often beginning with the word should and ending with a question.
9. the following questions can serve as guidelines for analyzing the strengths and weaknesses of arguments:
a. are the reasons adequate to support the conclusion?
b. are there any hidden assumptions?
c. are any central words ambiguous or slanted so as to incite prejudice?
d. are there fallacies of reasoning?
e. is any important information missing?
f. is any information false or contradictory?
chapter 8: viewpoints
chapter summary
1. critical thinking means learning to recognize viewpoints and how they shape the content of any message.
2. viewpoints- like assumptions, opinions, and evaluations-can either be consciously or unconsciously assumed.
3. we communicate best when we are aware of our own viewpoints of others as well.
4. writers shape their stories through their choice of a point of view; their choices include third-Person, first-person, and multiple points of view. these w=viewpoints may be omniscient or humanly limited.
5. unconscious viewpoints include the ecogenic, ethnocintric, religiocentric, adrocentric, and anthropocentric.
6. U.S. politics cannot be defined in terms of a simple left-to right spectrum of viewpoints.
7. in alternative periodicals and on the Internet a far wider range of viewpoints is available than on U.S. network television and mainstream.
1. critical thinking means learning to recognize viewpoints and how they shape the content of any message.
2. viewpoints- like assumptions, opinions, and evaluations-can either be consciously or unconsciously assumed.
3. we communicate best when we are aware of our own viewpoints of others as well.
4. writers shape their stories through their choice of a point of view; their choices include third-Person, first-person, and multiple points of view. these w=viewpoints may be omniscient or humanly limited.
5. unconscious viewpoints include the ecogenic, ethnocintric, religiocentric, adrocentric, and anthropocentric.
6. U.S. politics cannot be defined in terms of a simple left-to right spectrum of viewpoints.
7. in alternative periodicals and on the Internet a far wider range of viewpoints is available than on U.S. network television and mainstream.
chapter 7: evaluations: what's judged?
chapter summary:
1. evaluations make judgements about worth on the basis of standards that may be conscious or unconscious.
2. evaluations can help us react quickly to situations where our survival is at stake. but this same tendency to evaluate first instead of last may be problematical when we don't reexamine our evidence to make sure our evaluation is warranted.
3. evaluations are not facts. factual reports keep the distinction between facts and evaluations clear.
4. premature evaluations are hasty evaluations that contain unexamined or faulty support.
5. feelings and expectations affect both our perceptions an evaluations.
6. all of us meed to learn how to make fair and sound evaluations since they affect our lives constantly. experts are those who have a reputations for offering skilled and reliable evaluations.
7. connotative words convey evaluations that can be used to sway our opinions. when we think critically, we recognize how these connotations affect our feelings so that we can choose or not choose to accept the opinions they contain.
8. evaluations are used in advertising and journalism to persuade us, sometimes hypnotically, to make positive associations with products and purchase them.
9. critical thinking requires that we stay alert to manipulative advertising techniques that are most effective when can be enticed to enter into a trance state.
10. propaganda employs many sophisticated manipulative techniques of persuasion. one of these is the use of hidden evaluations. a critical thinker knows how to recognize and detach from the influence of propaganda.
1. evaluations make judgements about worth on the basis of standards that may be conscious or unconscious.
2. evaluations can help us react quickly to situations where our survival is at stake. but this same tendency to evaluate first instead of last may be problematical when we don't reexamine our evidence to make sure our evaluation is warranted.
3. evaluations are not facts. factual reports keep the distinction between facts and evaluations clear.
4. premature evaluations are hasty evaluations that contain unexamined or faulty support.
5. feelings and expectations affect both our perceptions an evaluations.
6. all of us meed to learn how to make fair and sound evaluations since they affect our lives constantly. experts are those who have a reputations for offering skilled and reliable evaluations.
7. connotative words convey evaluations that can be used to sway our opinions. when we think critically, we recognize how these connotations affect our feelings so that we can choose or not choose to accept the opinions they contain.
8. evaluations are used in advertising and journalism to persuade us, sometimes hypnotically, to make positive associations with products and purchase them.
9. critical thinking requires that we stay alert to manipulative advertising techniques that are most effective when can be enticed to enter into a trance state.
10. propaganda employs many sophisticated manipulative techniques of persuasion. one of these is the use of hidden evaluations. a critical thinker knows how to recognize and detach from the influence of propaganda.
chapter 6: opinions: what's believed?
chapter summary:
1. although the word opinion is a common one, it is just as commonly misunderstood, since the same word covers so many varieties of thoughts, ranging from expert judgements to expressions of sentiment or personal taste.
2. opinions can be well substantiated or not. they can be based either on reasons or solely on whim, feelings, emotions, or prejudice.
3. critical thinking requires that we recognize the difference between responsible and irresponsible opinion and that we distinguish statements based on evidence from statements based solely on feelings.
4. people enjoys expressing and reading opinions.
5. public opinion polls can be used to determine public sentiment. this occurs when we forget that sentiment is not the same as informed opinion and that opinion polls are not subject to the same safeguards as public elections.
6. opinions should not be confused with facts.
7. arguments consist of supported opinions; the intent of an argument is to persuade.
8. in an essay, a statement of opinion can be the thesis or its principle claim.
1. although the word opinion is a common one, it is just as commonly misunderstood, since the same word covers so many varieties of thoughts, ranging from expert judgements to expressions of sentiment or personal taste.
2. opinions can be well substantiated or not. they can be based either on reasons or solely on whim, feelings, emotions, or prejudice.
3. critical thinking requires that we recognize the difference between responsible and irresponsible opinion and that we distinguish statements based on evidence from statements based solely on feelings.
4. people enjoys expressing and reading opinions.
5. public opinion polls can be used to determine public sentiment. this occurs when we forget that sentiment is not the same as informed opinion and that opinion polls are not subject to the same safeguards as public elections.
6. opinions should not be confused with facts.
7. arguments consist of supported opinions; the intent of an argument is to persuade.
8. in an essay, a statement of opinion can be the thesis or its principle claim.
chapter 5: assumptions: what's taken for granted?
chapter 5 summary
1. an assumption is something we take for granted, something we accept prematurely as being true, something we do not check our carefully. often, we do not recognize that we have made an assumption until it causes a problem for us.
2. assumption can be conscious or unconscious, warranted or unwarranted. unconscious and unwarranted assumption can lead to faulty reasoning, whereas conscious and warranted assumptions can be useful tools for problem solving. we need to recognize the difference.
3. hidden assumption are unconscious assumptions that greatly influence a line of reasoning. one form of hidden assumptions is stereotypes, where we try to fit new experiences into old or prejudiced categories. another type is value assumptions, or basic unexamined beliefs that unconsciously influence our thinking.
4. arguments are the use of reasoning to defend an idea or to persuade someone else to believe in the idea. good arguments do not rest upon unexamined assumptions.
5. we perceive incongruities when we observe situations that do not meet our expectations or assumptions.
6. someone who brings a fresh perspective to a problem that has stumped others is often able to find a solution because he or she does not buy the assumptions when we are confronted with a problem to solve.
1. an assumption is something we take for granted, something we accept prematurely as being true, something we do not check our carefully. often, we do not recognize that we have made an assumption until it causes a problem for us.
2. assumption can be conscious or unconscious, warranted or unwarranted. unconscious and unwarranted assumption can lead to faulty reasoning, whereas conscious and warranted assumptions can be useful tools for problem solving. we need to recognize the difference.
3. hidden assumption are unconscious assumptions that greatly influence a line of reasoning. one form of hidden assumptions is stereotypes, where we try to fit new experiences into old or prejudiced categories. another type is value assumptions, or basic unexamined beliefs that unconsciously influence our thinking.
4. arguments are the use of reasoning to defend an idea or to persuade someone else to believe in the idea. good arguments do not rest upon unexamined assumptions.
5. we perceive incongruities when we observe situations that do not meet our expectations or assumptions.
6. someone who brings a fresh perspective to a problem that has stumped others is often able to find a solution because he or she does not buy the assumptions when we are confronted with a problem to solve.
chapter 4: infrences: what follows?
chapter summary:
1. the word infer means to derive by reasoning, to conclude, to guess. when we infer, we use imagination or reasoning to provide explanations for situations where all the facts are either not available or not yet determined.
2. responsible report writing or descriptive writing lets the facts speak for themselves as much as possible. this often means taking the time to find the right words to describe the obvious and abandoning inferences drawn too hastily that cannot be supported,
3. writing that offers specific detailed supper for its conclusions makes interesting writing. when we perceive and think clearly, we interest both ourselves and others.
4. reasonable inferences can be used in descriptive writing to tie facts together, care must be take to distinguish facts from inferences, nevertheless.
5. in solving problems, inferences can be used as a strategy in planning and choosing alternatives. when we think well, we assess all facts, derive as many inferences as we can, and derive as many inferences as we can, and devise strategies for confirming or obtaining more information.
6. inferences tend to build on inferences in chains of association. unless each inference is tested for its support of evidence, a series of inferences can mislead us into flights of imagination, away from reliable knowledge.
7. facts and inferences are linked together through generalizations. facts have little significance in themselves until generalizations or laws can be derived from them. generalizing too soon, before we have gathered a sufficient number of facts is hazardous; this does not mean that we should not generalize at all. it simply means that we should learn how to draw generalizations that can be supported.
8. the topic sentence of a paragraph is a generalization that summarizes the main idea to demonstrate in that paragraph. when we think, we usually arrive at this generalization lase,m after we have examined all our facts and inferences; nevertheless, we state if first, at the beginning of the paragraph. the topic sentence is a kind of conclusion, which is repeated again in another form at the end of the paragraph.
1. the word infer means to derive by reasoning, to conclude, to guess. when we infer, we use imagination or reasoning to provide explanations for situations where all the facts are either not available or not yet determined.
2. responsible report writing or descriptive writing lets the facts speak for themselves as much as possible. this often means taking the time to find the right words to describe the obvious and abandoning inferences drawn too hastily that cannot be supported,
3. writing that offers specific detailed supper for its conclusions makes interesting writing. when we perceive and think clearly, we interest both ourselves and others.
4. reasonable inferences can be used in descriptive writing to tie facts together, care must be take to distinguish facts from inferences, nevertheless.
5. in solving problems, inferences can be used as a strategy in planning and choosing alternatives. when we think well, we assess all facts, derive as many inferences as we can, and derive as many inferences as we can, and devise strategies for confirming or obtaining more information.
6. inferences tend to build on inferences in chains of association. unless each inference is tested for its support of evidence, a series of inferences can mislead us into flights of imagination, away from reliable knowledge.
7. facts and inferences are linked together through generalizations. facts have little significance in themselves until generalizations or laws can be derived from them. generalizing too soon, before we have gathered a sufficient number of facts is hazardous; this does not mean that we should not generalize at all. it simply means that we should learn how to draw generalizations that can be supported.
8. the topic sentence of a paragraph is a generalization that summarizes the main idea to demonstrate in that paragraph. when we think, we usually arrive at this generalization lase,m after we have examined all our facts and inferences; nevertheless, we state if first, at the beginning of the paragraph. the topic sentence is a kind of conclusion, which is repeated again in another form at the end of the paragraph.
chapter 3: facts: what's real?
chapter summary:
1. by definition, a fact is something known with certainty through experience, observation, or measurement. a fact can be objectively demonstrate and verified. a fact is something that people agree corresponds to reality.
2. it is not easy for us to determine whether facts correspond to reality. this can only be determined over time with repeated feedback and testing.
3. the difference between facts and fiction does matter.
4. feelings are facts; they can distort or enhance our perceptions, depending on how conscious we are of their presence.
5. facts are not absolute but statements of probability,
6. because we are dependant on confirmation from others in our search for facts, social pressures can lead us to distrust or distort our own perceptions.
7. facts must be expresses in carefully formulated statements that have the following characteristics:
a. they define their own limitations.
b. they are objectively stated.
c. they use appropriate qualifiers.
d. they state the obvious.
e. they are not inappropriately cautious.
f. they do not include guesses or inferences.
g. they are specific and offer their evidence for others to verify.
1. by definition, a fact is something known with certainty through experience, observation, or measurement. a fact can be objectively demonstrate and verified. a fact is something that people agree corresponds to reality.
2. it is not easy for us to determine whether facts correspond to reality. this can only be determined over time with repeated feedback and testing.
3. the difference between facts and fiction does matter.
4. feelings are facts; they can distort or enhance our perceptions, depending on how conscious we are of their presence.
5. facts are not absolute but statements of probability,
6. because we are dependant on confirmation from others in our search for facts, social pressures can lead us to distrust or distort our own perceptions.
7. facts must be expresses in carefully formulated statements that have the following characteristics:
a. they define their own limitations.
b. they are objectively stated.
c. they use appropriate qualifiers.
d. they state the obvious.
e. they are not inappropriately cautious.
f. they do not include guesses or inferences.
g. they are specific and offer their evidence for others to verify.
chapter 2: word precision: how do i describe it?
chapter summary:
1. an accurate use of words improves our thinking. they give forms to our thoughts so that we can make use of them. words enable us to communicate with others and ourselves. knowing the words for thinks and experiences helps us see and perceive more.
2. writing helps us learn more about words and how to use them. when we struggle to select words that will describe our experiences, we realize that words are only translations of experience and not the experience itself.
3. clear thinking depends on a clear understanding of the words we use. word confusion leads to less consciousness, or disequilibrium,, which can only be restored through word clarification.
4. we need to understand what dictionaries can and cannot offer us: we need to use them skillfully and frequently.
5. the thesaurus helps us when we are writing and translating nonverbal experiences and ideas into words; dictionary helps us when we are reading and interpreting the words of others.
6. definitions set boundaries for word ideas and show us their specific and general characteristics and how they are relater to or distinguished from one another.
7. dictionary definitions show us the agreements that society has made about a word's meaning. but we may also compose our own personal or stipulative definitions of experiences or compose persuasive definitions to sway the opinions of others,. in critical thinking it is important not tot confuse these different kinds of definitions, or to believe that personal, persuasive, or stipulative definitions carry the same agreements as those to be found in a dictionary.
8. the test of our understanding of a word is our ability to define it. this ability is particularly
important for words representing key ideas that we wish to explain or defend. taking the time to define the words we use is an essential preliminary to genuine communication.
1. an accurate use of words improves our thinking. they give forms to our thoughts so that we can make use of them. words enable us to communicate with others and ourselves. knowing the words for thinks and experiences helps us see and perceive more.
2. writing helps us learn more about words and how to use them. when we struggle to select words that will describe our experiences, we realize that words are only translations of experience and not the experience itself.
3. clear thinking depends on a clear understanding of the words we use. word confusion leads to less consciousness, or disequilibrium,, which can only be restored through word clarification.
4. we need to understand what dictionaries can and cannot offer us: we need to use them skillfully and frequently.
5. the thesaurus helps us when we are writing and translating nonverbal experiences and ideas into words; dictionary helps us when we are reading and interpreting the words of others.
6. definitions set boundaries for word ideas and show us their specific and general characteristics and how they are relater to or distinguished from one another.
7. dictionary definitions show us the agreements that society has made about a word's meaning. but we may also compose our own personal or stipulative definitions of experiences or compose persuasive definitions to sway the opinions of others,. in critical thinking it is important not tot confuse these different kinds of definitions, or to believe that personal, persuasive, or stipulative definitions carry the same agreements as those to be found in a dictionary.
8. the test of our understanding of a word is our ability to define it. this ability is particularly
important for words representing key ideas that we wish to explain or defend. taking the time to define the words we use is an essential preliminary to genuine communication.
chapter1: observation skills: what's out there?
chapter summary
1. if we wan to develop more conscious thinking habits, we have to first observe our own thinking process so we can recognize our strength and weaknesses.
2. careful observation can help us see details that contain the key to unlocking problems or arriving at insights, it can also help us discover new knowledge.
3. observation is a process of sensing, perceiving, and thinking. sensing is collecting data through the sense organs. perceiving is holding sense data in consciousness until we can categorize and interpret it.
4. careful observation requires us to stay awake, take our time, give full attention, suspend thinking in an attitude of listening.
5. the rewards of cultivating observation skills are self-understanding, creative, rapture, power, and wonder.
1. if we wan to develop more conscious thinking habits, we have to first observe our own thinking process so we can recognize our strength and weaknesses.
2. careful observation can help us see details that contain the key to unlocking problems or arriving at insights, it can also help us discover new knowledge.
3. observation is a process of sensing, perceiving, and thinking. sensing is collecting data through the sense organs. perceiving is holding sense data in consciousness until we can categorize and interpret it.
4. careful observation requires us to stay awake, take our time, give full attention, suspend thinking in an attitude of listening.
5. the rewards of cultivating observation skills are self-understanding, creative, rapture, power, and wonder.
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