000			04135cam a2200349 i 4500
999			_c26454 _d26453
001			18535048
003			SA-RiNAUS
005			20190415093211.0
008			150320s2015 nyu b 001 0 eng
020			_a9781107461505 (paperback)
040			_aDLC _beng _cDLC _erda _dDLC
082	0	0	_a658.4036 _223 _bJ D C
100	1		_aJohnson, David W. _92692
245	1	0	_aConstructive controversy : _btheory, research, practice / _cDavid W. Johnson.
264		1	_aNew York : _bCambridge University Press, _c2015.
300			_aviii, 248 pages ; _c23 cm.
500			_aشراء معرض القاهرة للكتاب 2019
504			_aIncludes bibliographical references (pages 209-245).
505	8		_aMachine generated contents note: 1. Need for constructive controversy?; 2. The nature of constructive controversy; 3. Theory of constructive controversy; 4. The processes of constructive controversy and concurrence seeking; 5. The outcomes of constructive controversy; 6. Conditions mediating the effects of constructive controversy; 7. Constructive controversy and decision making; 8. Constructive controversy in education; 9. Constructive controversy and political discourse in democracies; 10. Constructive controversy, creativity, and innovation; 11. Constructive controversy and building and maintaining peace; 12. Conclusions.
520			_a"Why do people make decisions based on their own perspective without considering alternative points of view? Do differences of opinion enhance or obstruct critical thinking? Is it wise to seek out people who disagree with you and listen to their objections to your conclusions? Focusing on the theory, research, and application of constructive controversy, this book analyses the nature of disagreement among members of decision-making groups, project teams, academic study groups, and other groups that are involved in solving problems. Johnson demonstrates that this theory is one of the most effective methods of enhancing creativity and innovation, decision making, teaching, and political discourse. The book includes entertaining and intriguing examples of how constructive controversy has been used in a variety of historical periods to advance creativity, achieve innovations, and guide democracies. It will be welcomed by students in the fields of social psychology, management/business studies, education, and communication studies"--
520			_a""NO! NO! NO! NO!" yelled one artist to another as he viewed what the other had painted during the day. "You do not understand! This is not what we are trying to do!" "It is you who do not understand!" the other replied. "This is what we talked about this morning!" "This is exactly what we are trying to achieve!" Such heated discussions were common between two of the greatest painters of the early 20th Century. They had an intense creative collaboration filled with conflict. They dressed alike, in mechanics' clothes, and jokingly compared themselves to the Wright brothers (Orville and Wilbur). From about 1908 to 1912, they saw each other almost every day, talked constantly about the revolutionary new style they were developing, and painted as similarly as possible. Many of their respective works from those years were indistinguishable. In many cases, only art experts could or can distinguish between a painting by one or the other. They were deeply committed to their goal of creating a new style. Usually, they would meet for breakfast to discuss what they planned to paint during the d"--
650		0	_aGroup decision making. _92693
650		0	_aGroup problem solving. _92694
650		0	_aCritical thinking. _92256
942			_2ddc _cBK