Dear Colleagues,
You are kindly requested to reply briefly the question above `if yes`;
in which study plan/program, college/university, and country.
Thanking you in advance for your valuable cooperation
Warm regards
Sedat
Not that I know in areas near the research group and area. University of Seville, Spain.
A greeting.
No, and that is one of the inadequacies that is challenging STEM education. In Cambridge A-Level international exam, there is a subject solely on thinking skills (9694). I have been privileged to personally explored the subject and other books on critical thinking. Its really amazing now how I think differently, and appreciate perspectives. This I hope every academic institutions/groups should consider during their curriculum development as part of the first year college/university course work, in every country.
Regards,
Toluwase H. Fatoki
ls Not yet in my domain some of these are challenging skills being encountered
Yes. We have a course on critical and reflective thinking in our MA program for Education Sciences. Also we have a course which is focusing on critical and reflective thinking in our Teacher Training program (Learning and Teaching). University of Pécs, Hungary
It is imperative that there not be one particular course which focuses on critical thinking. Rather the pedagogy for any program, major, etc. employ strategieto build critical thinking skills. For example, technical knowleall programs could incorporate ways to allow students to question technical knowledge, . or at least provide the history of how we got to the current theories that science believes to be true. Active problem solving can be incorporated as well in any discipline. I think allowing students to step back and ssolve their own errors builds the critical thinking skills we as educators hope to support.
We have three courses, big part of which is critical and reflective thinking: Study Skills, Public Speaking, an the Teacher Training program.
No, critical thinking is worked on in the university without differentiating the subject of analytical thinking. Analytical thinking is worked in workshops for formative research.
Yes. Since last semester 2 courses in cultural studies have been designed towards using both critical thinking and analytical skills. The idea is to always conduct a reality check on very contemporary issues. Al Maaref University
Beirut, Lebanon
We recommend two reasoning courses from our philosophy department for biology students: one is called "Appraising Scientific Reasoning" and the other is called "Critical Reasoning." We have also worked with the History department to have a science history class that focuses on the kinds of reasoning students might do on graduate/professional school entry examinations.
Is it meaningful to teach Critical Thinking and reasoning without a context? I would be frightened to take a course which claimed to do so, fearing that they would simply pinball through contexts and leave me confused. To me what a problem looks like and what an acceptable solution should look like ought to be different in each discipline.
In our courses student teachers bring up the contexts according to their fields of subject interests as they participate with different subject backgrounds. Beyond disciplinary context we also focus on inter-disciplinary and trans-disciplinary aspects of critical thinking and reasoning.
Yes We have it. "Philosophical Foundations of Education" which teaches critical and analytical thinking at the Kwame Nkrumah University of Science and Technology, Ghana.
Yes, at the University of Cape Coast, Ghana. It is a core course for every student at the bachelor level.
I have entered critical thinking module in the curriculum at the private college that I am teaching for teens ( age12-16). I have not evaluated yet my student's experience. However, it has a huge impact on my self reflection as a teacher.
In the TDC at the University of Essex, UK we do not have critical thinking as a course but rather part of embedded modules contextualizing critical thinking and reading.
No. Critical thinking skills are not taught as a separate course. Critical thinking methodology is embedded in each department and taught as part of the coursework. As well, there are CT questions embedded in each departmental examination to give the instructors an assessment of how well their students are absorbing throughout the semestre.
Same as Maria, we infuse it into our courses at all levels. Here's an example of using the Asynchronous Debate in a distance education course that I hope would be useful for you:
Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...
Best regards,
Debra
As we talk about teaching critical thinking at several levels and in different subjects, might we consider ways to leverage them together? I propose a high-level, short-list of generic terms which are kept constant.
Then the next levels can be more discipline specific, and broach how the steps look different by discipline or problem type.
As a last step, may I suggest multiple representations? My physics ed colleague tells me that transfer is the Holy Grail of education, and it is very hard to accomplish. He claims that so far, it is best accomplished by representing the problem multiple ways. (For this reason I claim that physicists need to be artists of a peculiar kind of artist.)
At my school, there is not a separate course, but rather critical thinking is embedded into many courses across the curriculum.
Yes. It is an eight week
course required of all first year students. The emphasis is upon evaluating information and validity of sources, research findings, and advertisements.
No, not really. Critical thinking is imagined to be part of all courses, but seldom is. The same scholar that has a high level of successful critical thinking in research may choose to not teach these skills often in undergraduate education. I hope however that some Norwegian academic will answer as well. They used to start most education programmes with philosophy and critical thinking, a whole semester I heard?
As J. Ryan Nielson answered there are different levels and contexts into which we can design reflective and critical thinking competencies both for using or developing them.
Beyond multi-disciplinarity approach which helps to examine same phenomenon from different aspects of a multiplied disciplinary context, reaching some main components of reflective and critical thinking.
Inter-disiplinary approach can altern our courses focusing on specific critical or reflective competence elements which are transversal to different disciplinaries or/and disciplinary-fileds.
Trans-disciplinary approach focuses on specific problems which could be solved by the trans-disciplinary collaboration of different disciplinaries using reflective and critical thinking.
According to my hypothesis all the three different approaches could be built into any training program, in any level of the education.
Very sad, we have not such courses on bulgarian universities. There was a bulgarian professor Kubrat Tomov with a book of critical and creative thinking, but he is no more alive. He launched an university of positive thinking and a new culture, but this effort was ignored by the bulgarian society. The book is still there, available in Bulgarian.
Teaching a separate course titled Critical or Analytical Thinking is not being done. In case of Management Studies including HRM this special ability is being attempted to develop within students through critical incidents, skill builders, and cases.
- Badges
- Science topic
- Similar topics
- Education