Why cities need economic intelligenceThe economies of Europe’s cities are changingfast, and it is not easy to predict which segmentsof the local economy will grow and which oneswill decline. Yet, cities must make decisions as towhere to invest, and face a number of questionsthat are difficultto answer:Where dowe putour bets? Should we go for biotech, ICT, or anyother sector that may have growth potential?Do we want to attract large foreign companies,or rather support our local indigenous smallerfirms, ormustwe promotethestart-up scene?Or is it better not to go for any particularindustry but just improve the quality of lifein the city, hoping that this will help to retainskilled people and attract high tech firms?
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Value-loaded critical thinking refers to a combination of critical thinking, moral value development and reflection. It is important to teach value-loaded critical thinking in secondary education and philosophy seems the pre-eminent subject to do so. This article describes the theoretical foundations of value-loaded critical thinking, its educational objectives, and what is known about effective teaching strategies. Value-loaded critical thinking is best taught in teacher-led philosophical dialogues. Four design principles summarize effective teaching strategies for teaching value-loaded critical thinking in dialogue: teachers should (1) explicitly address moral values in dialogue; (2) apply moral values to engaging or realistic examples; (3) promote critical reasoning about moral values; and (4) provide opportunities for reflection.It is important that secondary school students learn to reason critically about normative issues. Philosophy teachers can contribute to this educational objective by promoting value-loaded critical thinking during philosophical dialogues. Value-loaded critical thinking is critical and reflective reasoning focused on deciding what is the right thing to believe or to do (Frijters et al. 2008). This paper describes the theoretical foundations of value-loaded critical thinking and presents four design principles for promoting value-loaded critical thinking during philosophical dialogues. The four design principles are: teachers should explicitly address moral values in dialogue (1), apply moral values to engaging or realistic examples (2), promote critical reasoning about moral values (3), and provide opportunities for reflection (4). To provide authentic illustrations and practical suggestions for teachers, each design principle includes selected excerpts of classroom dialogues of 10th grade philosophy classes in Dutch.
In the recent ‘Regional outlook’, the OECD (2014) convincingly argues that cities can be the drivers of national growth and recovery: in principle, their diversity and density makes people and companies more productive and innovative. This is not only a tale of large cities: over the last decade, as recent studies demonstrate (e.g. Dijkstra, 2013) many smaller and medium-sized cities across Europe were important economic engines. But this did not happen automatically: to make that happen, ‘getting cities right’ is the key challenge, and action on the city level matters! As demonstrated by recent OECD data (OECD, 2014), poorly organised cities fail to reap their economic potential.
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