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Thinking Socratically has 8 ratings and 1 review. Zeo said: I wish zero stars was an option and that I could get my money back from this class (the instr.
ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. CRITICAL THINKING SKILLS IN EVERYDAY CONTEXT – THE SOCRATES MODEL.
Teachable units: Organizes topics for ease of assignments. Makes it easy for instructors to use the text as a basis for their syllabus. Enables students to grasp concepts in discrete units. 23). Expanded list of readings: Students spend more time with the 'fun' material that provides the 'hooks' for the concepts.
273). Chapter-end summaries: Outlines the important concepts and learning goals of each chapter, so that students can check their understanding of material before moving on. 215)IMPROVE CRITICAL THINKING. Thinking Socratically contextualizes the presentation of critical thinking topics by including readings taken from sources that include newspapers, literature, magazines, and philosophy. Based on this approach, students see that critical thinking is not an abstract academic exercise, but something that applies to all aspects of everyday life. 35).
Thinking Socratically provides students with a deeper understanding of various critical thinking skills through easy-to-understand information on background knowledge, the Web of belief, the limits of evidence, the nature of proof, and dogmatism and relativism. 66). Thinking Socratically shows,rather than just tells, students how to be critical thinkers, and encourages them to follow modeling - with Socrates as the key model. 3). Thinking Socratically broadens students' understanding of how humans know, provides them with insight, and encourages their reflection via the integration of philosophical puzzles of rationality. 43).
Thinking Socratically’s emphasis on the importance of rationality, as well as the limits of rational thought,helps students appreciate diverse ways of thinking and reasoning, and to have increased confidence in their own reasoning ability. 28). Thinking Socratically explores all forms of good reasoning (from moral to scientific) so that students can see their interconnection, and helps distinguish between science and pseudoscience. 281)ENGAGE STUDENTS.
Through an expanded list of readings, students spend more time with the 'fun' material that provides the 'hooks' for the concepts. The placement of readings after expository material helps students to see the connections between concepts more clearly. 285). Students are exposed to Venn diagrams as a tool for useful reasoning.
117). Chapter-end summaries outline the important concepts and learning goals of each chapter, so that students can check their understanding of material before moving on. 109)SUPPORT INSTRUCTORS.
Teachable units – organized around topics for ease of assignments - makes it easy for you to use Thinking Socratically as a basis for your syllabus, and will enable your students to grasp concepts in discrete units. Standard Terminology – e.g. “reasoning with probability” has become “inductive reasoning” – serves to eliminate student confusion when you use more familiar terms. Instructor’s Manual with Tests : For each chapter in the text, this resource provides a detailed outline, discussion questions and test questions in multiple-choice, true/ false, fill-in-the-blank, and short answer formats.
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For easy access, this manual is available at www.pearsonhighered.com/irc. PowerPoint Presentation Slides for Thinking Socratically 3/e : These PowerPoint slides help you convey philosophy principles in a clear and engaging way. For easy access, they are available at www.pearsonhighered.com/irc. Dear Colleagues,When we first started teaching critical thinking over twenty-five years ago the available textbooks fell into two camps: some were simplified 'introduction to logic' texts, while others were little more than rhetoric handbooks fortified with a section on informal fallacies.
The first group offered models for critical thinking but provided no material to think critically about. The second analyzed devious ways of persuasion used in everything from advertising to politics.
We soon began constructing our own materials for critical thinking, using the stories, news events, and issues that our students encountered in their daily lives. We believed then, and we believe now, that students need to learn critical thinking skills in a variety of contexts and from actual instances, not from concocted textbook examples.Our approach to critical thinking also has a strong philosophical underpinning. This helps students understand how their own beliefs are formed and how they fit together into webs of belief and ultimately into a view of the world which is shaped by their experience and which shapes their experience.
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Having this philosophical understanding helps them to monitor their own critical thinking in a new way, and it helps them to understand why we sometimes have arguments with each other. All of this points to our definition of critical thinking which is open rational dialogue with our friends – and with ourselves.We include the usual topics found in critical thinking texts such as deductive and inductive reasoning and the fallacies, but we also present critical thinking as anchored in a much broader philosophical context. Thus we include excerpts from Plato, Descartes, and Kant, among others. Moreover, we show how critical thinking applies in such diverse disciplines as history and science. Finally, we conclude Thinking Socratically with a whole section on ethics because, like Socrates, we think critical thinking can help people be better people, not just better critical thinkers.We have found that students at every level enjoy and benefit from Thinking Socratically.
It has been used around the country by students from the undergraduate to the graduate level.Even teachers in K-12 programs have used earlier editions to teach themselves how to teach critical thinking to their pre-college students. We hope that you will consider using this text if you are not using it already.Please do not hesitate to contact us at Cabrini College with your comments, questions, and suggestions. We began this text with the desire to make our students better critical thinkers and that is still our goal – to make students everywhere more able to use critical thinking skills in their everyday lives. Our email addresses are sschwarze@cabrini.eud and hlape3@hotmail.com.Sincerely,Sharon Schwarze and Harvey LapeCabrini College.
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