Teaching for Intellectual Virtue in Logic and Critical Thinking Classes

2019 ◽  
Vol 42 (1) ◽  
pp. 1-27
Author(s):  
T. Ryan Byerly ◽  
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Inductive Logic ◽  
Intellectual Virtue ◽  
Learning Activities ◽  
Standard Approach ◽  
Intellectual Virtues ◽  
Additional Element ◽  
Pedagogical Strategies ◽  
Informal Fallacies

Introductory-level undergraduate classes in Logic or Critical Thinking are a staple in the portfolio of many Philosophy programs. A standard approach to these classes is to include teaching and learning activities focused on formal deductive and inductive logic, sometimes accompanied by teaching and learning activities focused on informal fallacies or argument construction. In this article, I discuss a proposal to include an additional element within these classes—namely, teaching and learning activities focused on intellectual virtues. After clarifying the proposal, I identify three reasons in favor of implementing it and I discuss how to implement it, focusing on questions about pedagogical strategies and pedagogical resources.

scholarly journals Educating for Intellectual Virtue: A Critique from Action Guidance

Episteme ◽  
2019 ◽  
pp. 1-23 ◽  
Author(s):  
Ben Kotzee ◽  
J. Adam Carter ◽  
Harvey Siegel
Keyword(s):  
Critical Thinking ◽  
Virtue Epistemology ◽  
Philosophy Of Education ◽  
Intellectual Virtue ◽  
Primary Role ◽  
Intellectual Virtues ◽  
Effective Pedagogy ◽  
Further Development ◽  
Action Guidance ◽  
Pedagogical Challenge

Abstract Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the intellectual virtues. Baehr's picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking. In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education.

Techne, a virtue to be thickened: Rethinking technical concerns in teaching and teacher education

2018 ◽  
Vol 100 (1) ◽  
pp. 114-129
Author(s):  
Ying Ma
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Practical Wisdom ◽  
Intellectual Virtue ◽  
Alternative Possibilities ◽  
Technical Expertise ◽  
Approaches To Teaching ◽  
Moral Dimension ◽  
Intellectual Virtues ◽  
Ethical View

This article brings stories of teaching and learning to teach in China into conversation with Aristotle’s intellectual virtue techne and its reinterpretations. The intent is to challenge the overwhelming trend of instrumental rationality in teaching and teacher education in both China and Canada. I explore and thicken the concept of techne, one of the Aristotelian intellectual virtues, to understand what is at stake in today’s technical approaches to teaching and to imagine alternative possibilities. Aristotelian conception of techne is often translated as technical expertise, craft or skills and could to some extent justify today’s enthusiasm around technical concerns in teaching and teacher education. However, some of its contemporary re-appropriations critique and extend the restricted understanding of techne and offer educators a richer, more ethical view of techne and technical thinking in education. An interplay of Aristotelian intellectual virtues of techne and phronesis (practical wisdom) may reconnect techne to the rough ground of experience, challenge its preoccupation with instrumental ends, and assert its moral dimension.

scholarly journals The Development of Critical Thinking for Undergraduate Students: A Case Study in Vietnam

2019 ◽  
pp. 1-9
Author(s):  
Nguyen Thu Ha
Keyword(s):  
Critical Thinking ◽  
Cognitive Ability ◽  
Undergraduate Students ◽  
Education System ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Activities ◽  
Working Ability ◽  
Support Students

In several decades recently, critical thinking is a high-ranked cognitive ability which plays a very important role in improving the effectiveness of teaching and learning activities. With the peculiarity of tertiary education which provides training and preparation for students before entering the career world of their choice, the development of critical thinking becomes more necessary and inevitable in order to perfect the students' learning and working ability. The development of critical thinking for students has been paid attention in Vietnamese education system to support students to better their thinking capability.

scholarly journals PhysioArt: a teaching tool to motivate students to learn physiology

2020 ◽  
Vol 44 (4) ◽  
pp. 564-569
Author(s):  
Atalia Ferreira Lima Flôr ◽  
Francineide Fernandes Costa ◽  
João Marcos Lima Garcia ◽  
Valdir A. Braga ◽  
Josiane Campos Cruz
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Classroom Activity ◽  
Pedagogical Strategies ◽  
Pedagogical Tool ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
The Subject

Learning physiology is challenging for students. The nature of the discipline, which includes many complex mechanisms, makes the subject complicated. Furthermore, the length of the textbooks and the usual multiple-choice tests, which prioritize memorizing instead of understanding, tend to discourage the students. Therefore, different pedagogical strategies have been adopted to motivate and facilitate the learning of physiology. In this sense, many pedagogical strategies have been using art as a tool to motivate and induce students to self-learn. Besides, art as a pedagogical tool has also been shown to be important in developing self-assurance, self-pride, as well as the development of critical-thinking skills in the students. Here, we incorporate a new practice of self-directed teaching and learning, which involves artwork interpretation in a physiological context. This extra-classroom activity integrating art and physiology (The PhysioArt Project) improved students’engagement, increasing their interest in the discipline by providing a more creative, pleasurable, and enthusiastic atmosphere for enjoying and learning physiology, which also has contributed to the development of creativity, critical thinking, and students’ self-assurance. Interestingly, the benefits elicited by The PhysioArt Project activities have also helped us to enhance the student-professor relationship, inducing a more humanized education.

scholarly journals Students’ Critical Thinking Skills in The Reflective Class of Islamic Cultural History

2021 ◽  
Vol 7 (2) ◽  
pp. 195-204
Author(s):  
Ratu Suntiah
Keyword(s):  
Critical Thinking ◽  
Cultural History ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Working Together ◽  
The Subject ◽  
Learning Development

This study investigates students’ critical thinking skills in the subject of Islamic Cultural History, built within reflective teaching. It applied qualitative method using descriptive analytic. The study involved students from Class-XI aged 16-17 years old in MAN 1 and MAN 2 in Bandung, West Java, Indonesia. The data were collected using observation and documentation for the contemplative teaching and learning process. The data then were analysed using Miles and Hubermen covering data reduction, presentation, and conclusion. The results show that the reflective class supported the students’ learning development and their critical thinking. The students prepared well for learning, engaged in the learning activities, contributed to the discussion, and enthusiastically compiled personal journals. When it comes to their critical thinking development, the students showed their progressive capacities in building their ideas, evaluating theirs and others’ arguments and working together to solve problems. 

scholarly journals PENGEMBANGAN POLA BERPIKIR KRITIS SISWA MELALUI PEMBELAJARAN BAHASA INDONESIA YANG KONSTRUKTIVISTIK DI SMP KOTA TONDANO

LITERA ◽  
2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Agus G Senduk
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
Team Work ◽  
Junior High Schools ◽  
Learning Activities ◽  
Constructivist Teaching ◽  
Teaching Activities ◽  
Teaching Behavior ◽  
Bahasa Indonesia

This study aimed to describe a model of the development of the constructivist Indonesian language teaching to optimize students’ critical thinking patterns. The study was carried out by the teachers of Junior High Schools in Tondano. The indicators of such teaching were not so apparent (only 28.42%) in the teaching andlearning process in the classroom. In other words, the  constructivist teaching behavior was very poor in relation to the development of the students’ critical thinking patterns. The following indicators showed that the constructivist teaching was not implemented yet: (1) the students were not actively involved designing, doing, and assessing the teaching activities in the classroom; (2) they were not motivated to learn from their friends in the classroom through cooperation, team work, or selfreflection;the cooperative activities were not considered as the main stimulus in the learning process; (3) the teaching and learning activities were not related to the real world, world issues or concrete problems around the students’ life; (4) the students’various life contexts were not employed and developed and their prior knowledge was not taken into account in the learning process; and (5) the teachers did not act as facilitators in the students’ learning activities.

scholarly journals PROMOTING MEANINGFUL LEARNING THROUGH CREATE-SHARE-COLLABORATE

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Siti Nazuar Sailin ◽  
Noor Aida Mahmor
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Knowledge Creation ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Meaningful Learning ◽  
Learning Activities ◽  
Innovative Teaching ◽  
Collaborative Knowledge ◽  
Knowledge Creation And Sharing

Students in this 21st century are required to acquire these 4C skills: Critical thinking, Communication, Collaboration and Creativity. These skills can be integrated in the teaching and learning through innovative teaching that promotes active and meaningful learning. One way of integrating these skills is through collaborative knowledge creation and sharing. This paper providesan example of meaningful teaching and learning activities designed within the Create-Share-Collaborate instructional strategy by utilizing Web 2.0 tool namely Popplet.

scholarly journals Importance and possibilities of development of critical thinking in the university: the teacher's perspective

2021 ◽  
Vol 11 (1) ◽  
pp. 20
Author(s):  
María-José Bezanilla ◽  
Héctor Galindo-Domínguez ◽  
Manuel Poblete
Keyword(s):  
Critical Thinking ◽  
Latin American ◽  
Teaching And Learning ◽  
Geographical Area ◽  
Teaching Experience ◽  
Learning Activities ◽  
University Education ◽  
Years Of Teaching Experience ◽  
The University ◽  
Teacher's Perspective

In our globalised, pluralistic, and often information-swamped society, critical thinking is recognised as an important competence to be developed in university education. In order to investigate this, 142 Latin American and Spanish teachers were asked about the importance of and potential for developing critical thinking in university education. Their responses were subjected to an inductive analysis, which lead to 13 categories about the reasons why it is important, and 11 categories about the potential and limitations for developing it in university education. These categories were found to remain statistically unchanged regardless of age, years of teaching experience, area of knowledge, gender and geographical area. Results show that teachers consider important to teach critical thinking at university and mainly for students to become good professionals in a complex world. Teachers believe it is possible to teach it, as long as active methodologies are used, in addition to other reasons, such as taking into account the lack of interest and preparation about critical thinking that students bring to university. Getting to know university teacher´s views about the importance and possibilities of teaching and learning critical thinking is crucial for the establishment of meaningful curriculum plans and learning activities for its development. 

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

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