Counterfactuals and critical thinking

Most of us are aware of the flaming and intolerant contributions made to online comment boards. In light of this, I designed for a course on critical thinking an activity to explore how to foster learning from internet-hosted disputes. The preparatory steps, intended to be straightforward, took all the time and even then warrant deeper thinking. These steps involved identifying counterfactuals. Below is my draft revision of the rationale for these steps, followed by some examples. Read more of this post

Critical Thinking, the stories in a new course

This 53-minute video describes a proposal for a new graduate-level course on Critical Thinking (based on the rethinking done during the Fall 2015 semester teaching an exploratory version of such a course).

Exposing lines of questioning but not following some of them

This 13-minute video first presents the KAQ framework, which “helps you organize your thinking and research keeping an eye on actions, that is, what you might do or propose or plan on the basis of the results,” and then explores some of its implications with regard to motivation not to inquire and think critically.

What is “something” for the Critical and Creative Thinking graduate Program?

A 22-minute video on what it is that students have become by the time they graduate from the Critical and Creative Thinking program, how that happens, and ways it contrasts with alternative models. This exposition builds on recent posts about teaching critical thinking and previous posts about studios and a slow mode.

Why teach critical thinking even as an entry point?

An earlier post pushed against the teaching of critical thinking as a coherent set of skills and dispositions to be fostered on their own, as in the “teaching of thinking.” Instead, teaching critical thinking could be presented as an opportunity to introduce tools and processes that the student may adapt adopt and adapt in the larger process of developing their capacities to make change in their work, lives, and world. But why teach critical thinking even in this sense of an entry point to change making? Why not pursue “action learning” from the get go? Read more of this post

Repeated reflection as part of development as a critical thinker (and more)

What would be a relevant set of initial guidelines if a person were to begin a regular plus-delta reflection process concerning their development as a critical thinker (and beyond to a sense of “ITS CAPL” [see previous post])? Such a reflection process is described, then possible guidelines are floated. Read more of this post

Critical thinking as an entry point, not a foundation

What is the goal of having a required course on critical thinking for a graduate program in critical and creative thinking? The goal, I think, is to foster something and foster the students’ capacity to do likewise, to pay it forward. What is that “something” and what is its relationship to “critical thinking”? Read more of this post


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