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Critical Thinking - Online Courses
Fall Semester 2014
We will offer these three courses in the fall 2014. Check back for more information frequently!
1. Critical Thinking: Tools for Taking Charge of Your Learning and Your Life (CT-800): For all those interested in developing as critical thinkers in all parts of life.
2. How to Infuse Critical Thinking Into Instruction (CT-700): For instructors interested in developing their understanding of critical thinking and their ability to bring it into the foundations of instruction. This course is for teachers and faculty active teaching during the semester.
3. How to Infuse Critical Thinking Into Instruction [Part II] (CT-701): For instructors whom have completed the CT700 course and are interested in continuing to develop their understanding of critical thinking and their ability to bring it into the foundations of instruction. This course is for teachers and faculty active teaching during the semester._______________________________________________________________________
- CT 800: Critical Thinking: Tools for Taking Charge of Your Learning and Your Life -
Whatever you are doing right now is determined by the way you are thinking. Whatever you feel—all your emotions—are determined by your thinking. Whatever you want—all your desires—are determined by your thinking. If your thinking is unrealistic, it will lead you to many disappointments. If your thinking is overly pessimistic, it will deny you due recognition of the many things in which you should properly rejoice.
Since few people realize the powerful role that thinking plays in their lives, few gain significant command of it. Most people are in many ways victims of their thinking; that is, they are hurt rather than helped by it. Most people are their own worst enemy. Their thinking is a continual source of problems, preventing them from recognizing opportunities, keeping them from exerting energy where it will do the most good, poisoning relationships, and leading them down blind alleys.
This course will introduce you to the tools the best thinkers use and will exemplify the activities and practice you can use to begin to emulate them. Here are some of the qualities of the best thinkers.
- The best thinkers think about their thinking. They do not take thinking for granted. They do not trust to fate to make them good in thinking. They notice their thinking. They reflect on their thinking. They act upon their thinking.
- The best thinkers are highly purposeful. They do not simply act. They know why they act. They know what they are about. They have clear goals and clear priorities. They continually check their activities for alignment with their goals.
- The best thinkers have intellectual “tools” that they use to raise the quality of their thinking. They know how to express their thinking clearly. They know how to check it for accuracy and precision. They know how to keep focused on a question and make sure that it is relevant to their goals and purposes. They know how to think beneath the surface and how to expand their thinking to include insights from multiple perspectives. They know how to think logically and significantly.
- The best thinkers distinguish their thoughts from their feelings and desires. They know that wanting something to be so does not make it so. They know that one can be unjustifiably angry, afraid, or insecure. They do not let unexamined emotions determine their decisions. They have “discovered” their minds, and they examine the way their minds operate as a result. They take deliberate charge of those operations. (See Chapter 1.)
- The best thinkers routinely take thinking apart. They “analyze” thinking. They do not trust the mind to analyze itself automatically. They realize that the art of analyzing thinking is an art one must consciously learn. They realize that it takes knowledge (of the parts of thinking) and practice (in exercising control over them).
- The best thinkers routinely evaluate thinking—determining its strengths and weaknesses. They do not trust the mind to evaluate itself automatically. They realize that the automatic ways that the mind evaluates itself are inherently flawed. They realize that the art of evaluating thinking is an art one must consciously learn. They realize that it takes knowledge (of the universal standards for thinking) and practice (in exercising control over them).
This course, as a whole, will introduce you to the tools of mind that will help you reason well through the problems and issues you face, whether in the classroom, in your personal life, or in your professional life. If you take these ideas seriously, and practice using them, you can take command of the thinking that ultimately will command the quality of your life.
As an outcome of this course students will:
- Demonstrate understanding of the importance of fairminded critical thinking in the cultivation of fairminded critical societies
- Demonstrate understanding of the parts of thinking and how these parts work together in reasoning.
- Demonstrate understanding of universal intellectual standards and their importance in human reasoning.
- Demonstrate understanding of the barriers to critical thinking development and ability to intervene in thinking to improve it.
- Articulating and exemplify the primary concepts in critical thinking and how they can be used as tools for understanding and improving human reasoning.
- Articulate understanding of the problem of media bias and propaganda as a barrier to critical thought in human societies.
- Demonstrate understanding of ethical reasoning; show understanding of the differences between ethics and other modes of thought, including religion, social ideologies, politics, and the law.
- Demonstrate abilities in close reading and substantive writing
- CT 700: How to Infuse Critical Thinking Into Instruction -
As an outcome of this course you will develop skill in:
- Using the elements of reasoning and intellectual standards to create critical thinking lessons in your subject area.
- Designing instruction that fosters explicit critical thinking.
- Using the elements of reasoning and intellectual standards to think through intellectual, academic, personal, social and political problems.
- providing your students with the intellectual tools they need to engage in fairminded critical reasoning.
- designing and conducting Socratic discussions using the concepts of critical thinking.
- helping students learn to think within the key concepts in subjects and disciplines.
- CT 701: How to Infuse Critical Thinking Into Instruction [Part II] -
This course builds upon understandings learned in CT 700, and hence CT700 is a pre-requisite for this course. Our approach to critical thinking is designed to transform teaching and learning at all levels; it is based on the concepts and principles embedded in a substantive conception of critical thinking. The purpose of the course is to help instructors continue to internalize the intellectual tools they need if they are to foster intellectual skills, abilities, and characteristics in student thought.
In this course we emphasize the importance of fostering a substantive conception of critical thinking. Such a conception not only highlights the qualities of the educated person, but also implies the proper design of the educational process. There are essential, minimal conditions for cultivating educated minds. These entail modes of instruction that foster development of the standards, abilities, and traits of the educated person.
- Become more skilled in developing effective strategies for fostering fairminded critical thinking in instruction.
- Become more skilled in leading socratic dialog.
- Deepen their understanding of the foundations of critical thinking.
- Demonstrate understanding of the relationship between critical thinking and their own instruction
- Begin to outline a thinker's guide to critical thinking within their field of study (showing proficiency in understanding the relationship between critical thinking and their field of study).
- Come to better understand the concepts of close reading and substantive writing, in order to better foster these understandings in student thought.
- Develop skills in placing the concept of fairminded critical thinking at the heart of teaching and learning, including an explicit emphasis on the development of intellectual virtues.
- Come to understand the role that native human pathologies of thought play in impeding intellectual development.
- Redesign lessons with critical thinking at the heart of teaching and learning process.
- Design instructional assessment processes that dovetail with fostering critical thinking at every moment in teaching and learning.
Academic Credit -
Offered through Sonoma State University
see details below in FAQ section...
Registration fees include costs for all course materials. Course materials will be mailed to each student upon registration for the course. If the course is dropped any time after the post marked date for instructional materials, then any refunded fees will not include material cost of $135.00.
The purpose of our online courses is to provide teachers of any subject or field, teaching at any level (elementary through graduate school), the opportunity to acquire an in-depth, hands-on understanding of how to use the tools of fair-minded critical thinking as the basis for classroom planning, instruction, and learning.
_______________________________________________________________________Frequently Asked Course Questions...
How do the critical thinking online courses work?
Once registered for the course, you can log in at any time, however you will not see the syllabus until the first week of class. You may look through the tools and acquaint yourself with the site and read the How To Guide. You may log in to the class any day and time to participate once class starts, but will have assignments due by a set day and time per week.
Who teaches the courses?
Dr. Rush Cosgrove is Historian for the Foundation for Critical Thinking and holds a PhD at the University of Cambridge. He also holds Masters degrees from both the University of Oxford, New College and the University of Cambridge, Darwin College. He has conducted research on critical thinking and the Oxford Tutorial, and his PhD dissertation investigated an attempt by one major U.S. research university to improve teaching and learning of critical thinking across the curriculum based on the Paulian Framework. He conducts workshops in critical thinking for faculty and students, in English as well as Spanish.
The cost for each course depends on whether you sign up for academic credit or not. The basic course cost, for each course, without academic credit, is $942. For academic credit information see the next question.
How do I receive academic credit for the course?
Each course is being offered for 3 units of academic credit through Sonoma State University in Northern California. Sonoma State is a fully accredited university (www.sonoma.edu).
For CT700, the following options are available for academic credit:
- Phil 590-3 units (graduate level units), the fee is $150.
- Nursing 3 Units, the fee is $150.
- Nursing 3 Units, the fee is $150.
- Philosophy credit pending through Sonoma State University.
Will I receive a certificate of completion?
Once the course is complete, you will receive a certificate of completion.
How will I receive my materials for the class?
Once you register, we will send you the course materials. Costs for this are included in the fee of $942.