Philosophy 2600, Introduction to Philosophy
22/01/08 22:32
Philosophy 2600, Introduction to
Philosophy
What our assessment process has shown so far is that our students do well in mastering basic concepts and definitions, but are more likely to struggle when integrating that
What our assessment process has shown so far is that our students do well in mastering basic concepts and definitions, but are more likely to struggle when integrating that
Philosophy 2600, Introduction to
Philosophy
What our assessment process has shown so far is that our students do well in mastering basic concepts and definitions, but are more likely to struggle when integrating that material into larger systematic views. Early assessment also indicated a need for greater attention to their basic critical thinking skills for dealing with the arguments they encounter in the lectures and texts, and in constructing their own arguments in critical essays. In response to those difficulties, we have incorporated significantly more critical thinking elements into the course, with particular attention to close textual reading and analysis and distinguishing relevant from irrelevant reasons in both the evaluation and construction of arguments. We are monitoring current classes to see how well the new focus accomplishes the goal of helping students master the systematic evaluation of philosophical positions and arguments.
What our assessment process has shown so far is that our students do well in mastering basic concepts and definitions, but are more likely to struggle when integrating that material into larger systematic views. Early assessment also indicated a need for greater attention to their basic critical thinking skills for dealing with the arguments they encounter in the lectures and texts, and in constructing their own arguments in critical essays. In response to those difficulties, we have incorporated significantly more critical thinking elements into the course, with particular attention to close textual reading and analysis and distinguishing relevant from irrelevant reasons in both the evaluation and construction of arguments. We are monitoring current classes to see how well the new focus accomplishes the goal of helping students master the systematic evaluation of philosophical positions and arguments.
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