"resources/ct-class-student-understandings.shtml" not found

Sorry the page you are looking for is not found.


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.

"resources/ct-class-student-understandings.shtml" not found

Sorry the page you are looking for is not found.


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.

Critical Thinking Class: Student Understandings


Student Understandings

  1. I understand the standards in this course and that I am responsible for monitoring my own learning. _____
  2. I understand that the class will focus on practice not on lecture. _____
  3. I understand on a typical class day I will be working in a small group and that I will be responsible to take an active part in advancing the assigned work of the group._____
  4. I understand that I will be held regularly responsible for assessing my own work using criteria and standards discussed in class. _____
  5. I understand that if at any time in the semester I feel unsure about my "grade", I may request an assessment from the professor. _____
  6. I understand that for every class day I will have a written assignment due which must be computer generated. ____
  7. I understand that I must keep a journal, using a special format and including 20 entries in the course of the semester. ____
  8. I understand that there are 25 short written assignments, one due for every class day. _____
  9. I understand that if the assignment for the day is not completed, then I am not prepared to do the "in-class" work of the day and will be asked to leave. _____
  10. I understand that there is an oral exam that is a mastery exam. I understand that all entries must be passed to pass the course_____
  11. I understand that there is a final exam in the course_____
  12. I understand that I must do A Self-Evaluation, in which I "make a case" for receiving a particular grade using criteria provided in class and citing evidence from my work across the semester. _____
  13. I understand that the work of the course requires Consistent classroom attendance and active participation. _____
  14. I understand that the class will not be graded on a curve. I understand that it is theoretically possible for the whole class to get an A or an F. _____
  15. I understand the basis of the final grade as follows: _____
    • Final Exam: about 30%
    • Out of class writing: about 30%
    • Self-evaluation: about 20%
    • Active, Skilled Participation: about 10%
    • Penalty for Missed Classes: Every two unexcused absences after the first two results in a 1/3 of a grade penalty. (Hence, with four absences: if my final grade would have been C+, it would be reduced to a C; if C- it would be reduced to D+).
  16. I understand that the professor will periodically be absent on university business and that on those occasions there will be in-class practice sessions designed by the professor and facilitated by a teaching assistant. _____
  17. I understand that since the final grade is not based on points and is not mathematically calculated, the above percentages are approximations to suggest emphasis, not precise figures. In assigning my final grade the professor will lay all of my work out before him and match my work as a whole against the criteria passed out in class and using the weighting above. _____
  18. I understand that the book available to students is not required. _____
  19. I understand that the teaching assistants under no conditions assign grades or suggest grades. _____
  20. I understand that I am responsible to develop the ability to assess my own work using the criteria for grades passed out in class. I received a copy of those criteria. _____

NAME (print & sign)______________________________________

Go to top


Critical Thinking

"resources/ct-class-student-understandings.shtml" not found

Sorry the page you are looking for is not found.


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.

"resources/ct-class-student-understandings.shtml" not found

Sorry the page you are looking for is not found.


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.