Critical Thinking - Syllabus 2013
Critical Thinking - Project Guidelines Fall 2013
Critical Thinking - Course Schedule Spring 2013
Critical Thinking - Project Guidelines Spring 2013
Critical Thinking - Project Grading Rubric Spring 2013
From Professor Monica Janzen:
Some might ask: Why is this project considered philosophy? How is it related to philosophical learning?
In Critical Thinking, student learning focuses on techniques to discriminate between good and bad arguments and good and bad reasoning. Students gain a general introduction to both inductive and deductive arguments, learn about fallacies, and become familiar with different techniques to creatively solve problems. They then apply this learning directly to their problem solving projects (the civic engagement project in Critical Thinking class). This project is an investigation of the relationship between applied critical thinking and issues affecting the community in which we live. This relationship is clearly developed and assessed in student writing. The project write up has five sections that focuses on specific ways our in class learning applies to their real life work solving a problem. The writing has five sections:
- An Introduction where students describe their problem and provide background information about it;
- A section requiring them to use creative thinking methods in the problem solving process and to develop an analogy to better understand or explain their work
- A research section in which they investigate how others solve problems similar to their own. This section allows them to investigate which sources of information are reliable
- A section where they write about the solution they developed, anticipate possible objections to this solution, and reply to this objection
- A final section of their writing where they describe their accomplishments and the practical skills they have gained.
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