Religion 2621, Religion and Moral Issues
22/01/08 22:42
Religion 2621, Religion and Moral
Issues
Embedded questions have been used in the most recent assessment process for this course. By the end of the course, students show marked improvement in detecting (and refraining from) fallacious ad hominem arguments, and – particularly in embedded questions following debate sessions and analysis of debate – they are much better at both detecting and avoiding
Embedded questions have been used in the most recent assessment process for this course. By the end of the course, students show marked improvement in detecting (and refraining from) fallacious ad hominem arguments, and – particularly in embedded questions following debate sessions and analysis of debate – they are much better at both detecting and avoiding
Religion 2621, Religion and Moral
Issues
Embedded questions have been used in the most recent assessment process for this course. By the end of the course, students show marked improvement in detecting (and refraining from) fallacious ad hominem arguments, and – particularly in embedded questions following debate sessions and analysis of debate – they are much better at both detecting and avoiding strawman fallacies (perhaps as students become better at the detection of such fallacies, their classmates find that such fallacious arguments tend to fail and thus avoid their use). One area that needs more work is the avoidance of irrelevant reasons; and that is closely joined with the need to stay clearly focused on exactly what is at issue (on what specific conclusion is being proposed and supported with argument). Additional exercises on picking out conclusions, and distinguishing relevant arguments from red herrings, will be implemented when the course is next taught, and the assessment process will be slightly revised in order to determine the effectiveness of those exercises in helping students make such distinctions. Overall, students tend to do well on understanding basic ethical theories and perspectives; they are not quite as good at using theoretical deliberation in application to specific ethical issues, and ways of improving that connection are currently under examination for use in the fall.
Embedded questions have been used in the most recent assessment process for this course. By the end of the course, students show marked improvement in detecting (and refraining from) fallacious ad hominem arguments, and – particularly in embedded questions following debate sessions and analysis of debate – they are much better at both detecting and avoiding strawman fallacies (perhaps as students become better at the detection of such fallacies, their classmates find that such fallacious arguments tend to fail and thus avoid their use). One area that needs more work is the avoidance of irrelevant reasons; and that is closely joined with the need to stay clearly focused on exactly what is at issue (on what specific conclusion is being proposed and supported with argument). Additional exercises on picking out conclusions, and distinguishing relevant arguments from red herrings, will be implemented when the course is next taught, and the assessment process will be slightly revised in order to determine the effectiveness of those exercises in helping students make such distinctions. Overall, students tend to do well on understanding basic ethical theories and perspectives; they are not quite as good at using theoretical deliberation in application to specific ethical issues, and ways of improving that connection are currently under examination for use in the fall.
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