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CT701: How to Infuse Critical Thinking Into Your Instruction [Part II - Advanced Course] - Fall 2018

This course builds upon understandings learned in CT700 (hence, CT700 is a prerequisite 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 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 intellectual standards, abilities, and traits of the educated person.  


As an outcome of this course, you will develop skills in:




  • Developing effective strategies for fostering fairminded critical thinking in instruction.

  • Leading more advanced Socratic dialog.

  • Deepening your understanding of the foundations of critical thinking. 

  • Understanding the relationship between critical thinking and your own instruction

  • Beginning to outline a Thinker's Guide to Critical Thinking within your field of study (showing proficiency in understanding the relationship between critical thinking and your field).

  • Understanding more deeply the concepts of close reading and substantive writing, in order to better foster these understandings in student thought. 

  • Placing a robust conception of fairminded critical thinking at the heart of teaching and learning, including an explicit emphasis on the development of intellectual virtues. 

  • Understanding the roles played by native human pathologies of thought in impeding intellectual development. 

  • Redesigning lessons with critical thinking at the heart of the teaching and learning process.

  • Designing instructional assessment processes that dovetail with fostering critical thinking at every moment in teaching and learning. 




$942.00



SKU: Title - Item Detail Price Add Items
CT701F18 CT701: How to Infuse Critical Thinking Into Your Instruction [Part II - Advanced Course] Qty.

CT701F18N CT701: How to Infuse Critical Thinking Into Your Instruction [Part II - Advanced Course] (4.5 Nursing CEU's) Qty.

CT701F18P CT701: How to Infuse Critical Thinking Into Your Instruction [Part II - Advanced Course] (3.0 Philosophy Units) Qty.




Please do not pass this message by.

CRITICAL THINKING IS AT RISK.

Here are some of the big reasons why:

  1. Many people believe that critical thinking should be free and that scholars qualified to teach critical thinking should do so for free. Accordingly, they do not think they should have to pay for critical thinking textbooks, courses, or other resources when there is "so much free material online" - despite how erroneous that material may be.
  2. There are many misguided academicians, and some outright charlatans, pushing forth and capitalizing on a pseudo-, partial, or otherwise impoverished concept of critical thinking.
  3. Little to no funding is designated for critical thinking professional development in schools, colleges, or universities, despite the lip service widely given to critical thinking (as is frequently found in mission statements).
  4. Most people, including faculty, think they already know what critical thinking is, despite how few have studied it to any significant degree, and despite how few can articulate a coherent, accurate, and sufficiently deep explanation of it.
  5. People rarely exhibit the necessary level of discipline to study and use critical thinking for reaching higher levels of self-actualization. In part, this is due to wasting intellectual and emotional energy on fruitless electronic entertainment designed to be addictive and profitable rather than educational and uplifting.
  6. On the whole, fairminded critical thinking is neither understood, fostered, nor valued in educational institutions or societies.
  7. People are increasingly able to cluster themselves with others of like mind through alluring internet platforms that enable them to validate one another's thinking - even when their reasoning is nonsensical, lopsided, prejudiced, or even dangerous.
  8. Critical thinking does not yet hold an independent place in academia. Instead, "critical thinking" is continually being "defined" and redefined according to any academic area or instructor that, claiming (frequently unsupported) expertise, steps forward to teach it.

As you see, increasingly powerful trends against the teaching, learning, and practice of critical thinking entail extraordinary challenges to our mission. To continue our work, we must now rely upon your financial support. If critical thinking matters to you, please click here to contribute what you can today.

WE NEED YOUR HELP TO CONTINUE OUR WORK.

Thank you for your support of ethical critical thinking.