The following is a guest post* by Landon D.C. Elkind (University of Iowa) about the content of philosophy courses that satisfy general education requirements in quantitative or formal reasoning. It originally appeared on his blog. (more…)
Occasionally philosophers make claims about the benefits of teaching elementary and high school students philosophy. (more…)
Philosophy departments often include in their pitch to undergraduates the claim that studying philosophy can improve one’s thinking skills. But does it? (more…)
As we’ve discussed before, most of our students are not heading off to become philosophers. Increasingly, students already have jobs and are saddled with time-consuming responsibilities, and are coming from a broader range of socio-economic backgrounds. What good is a philosophical education for them? Jennifer Morton (City College of New York) takes up the question ..
Public debate is rife with poor reasoning, with certain confused or erroneous claims popping up again and again to affect opinions and policies. Some of these are owed to an inability to understand statistics, some are owed to a lack of scientific understanding, and some are philosophical mistakes. Logic and critical thinking courses already take up formal errors in..
Some fifth grade students in Irvine, California are getting an introduction to philosophy some eight years ahead of normal thanks to a new program developed by Marcello Fiocco, associate professor of philosophy at UC Irvine. The program, called TH!NK, is a four-week, 16-hour course taught by Fiocco and UC Irvine philosophy graduate students at Canyon View Elementary..
Continuing in our series of posts about changes to teaching materials and lessons for particular philosophical fields in light of the 2016 U.S. election (see previous installments on epistemology and philosophy of language), today’s post will be on courses variously described as “critical reasoning,” “critical thinking,” and “informal logic.” (more…)
A few years ago, the Rochester Institute of Technology (RIT) received a donation to create the Eugene H. Fram Chair in Applied Critical Thinking (previously). Its first holder was Clarence “Chip” Burton Sheffield Jr., a professor of art history. The school just named Sheffield’s successor: Jennifer Schneider, a professor in RIT’s College of Applied Science and Techn..
Following on the heels of last week’s discussion of non-philosophers teaching critical thinking, the Chronicle of Higher Education drew attention to a meta-analysis of studies about whether colleges succeed in teaching critical thinking at all. As it turns out, they do:
Students’ critical-thinking skills do improve in college. The difference is comparable to a st..
Newflash: teaching students logic improves their logical reasoning skills—at least according to some new research. You may be thinking, “duh,” but that would be a mistake. After all, “teach” isn’t a success term. And as it turns out, “there is little evidence that studying logic itself improves one’s logical thinking.” (more…)
With just a few days before the start of the school year, the Texas Higher Education Coordinating Board has removed from the curriculum a number of courses meant to fulfill the “Language, Philosophy, & Culture” core requirement at the University of Texas Rio Grande Valley (UTRGV). Among the struck courses are several in philosophy, including a number of ethics cours..
“Critical thinking” means a very particular sort of thing to philosophers (mostly identifying, reconstructing, and evaluating arguments), but in the desperate struggle to stay relevant, other academic disciplines have started to appropriate the term “critical thinking” to describe what they do. I have read blog posts and articles by historians and literature profess..
Landon Hedrick is a PhD student at the University of Nebraska who is also a high school philosophy teacher at Vanguard Classical School in Colorado. He is looking for some help meeting the specific challenges of designing a logic and critical thinking course in which the materials “are all appropriate for the audience, both in terms of content and in terms of ..
Clifford argued that we are morally responsible not merely for what we do and say, but also for what we believe… When we show ourselves to be uncritical and careless with own our beliefs, we implicitly invite others to do the same. And, perhaps more obviously, we invite others to fool us. We encourage dishonesty and deception. Each time we believe something that ..