ABSTRACT: Teaching philosophy and critical thinking is one of the main ways to clearly reaffirm the value of human persons and of goodness and freedom. It is not sufficient to propose a philosophical message, but we must teach it systematically (curriculum) with a real synergy between teachers and parents. We must also build a curriculum, which includes an evaluation model based on clear goals and objectives: the intermediate and final evaluation and assessment will enable us to be sure that we have reached our aim. It is also necessary to verify every step, evaluate it and compare it to the criteria (general project, goals, objectives) we put in our mind and use in our teaching. This critical evaluation needs methods and some teaching instruments described herein. The final philosophical education will be much stabler and assure us about our scientific and formative project.
I. Teaching Philosophy
Philosophical thinking includes an educational dimension, according to the dialogical structure of human thinking. First of all a preliminary question: is philosophy teaching and learning possible? This is the main problem, from Socrates to today: if a science exists and can be transmitted: without any objective and universal philosophical knowing about justice, goodness, truth, man becomes the measure of all things (according to Protagoras; science becomes sensation and human knowing is under subjectivism. But it's possible to get truth by dialogue: then it is also possible teaching and philosophically thinking using argumentation and research of universal ideas, transcending simple and unfounded opinions (CIFUENTES, 1997 #4922). This thesis, from Plato to Kant and German idealism (Fichte, Schelling, Hegel) seems the main scient...
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The article, “Critical Thinking? You Need Knowledge” by Diane Ravitch, discusses how in the past people have been deprived from the thinking process and abstract thinking skills. Students need to be given more retainable knowledge by their teachers to improve their critical thinking skills. (Ravitch).
When students become critical thinkers they are analyzing and reflecting on what they are learning, therefor advancing their skills in problem solving. Problem solving requires one to be able to tackle the problem abstractly from many points of view. Often problems can have more than one solution so it is required to be able to analyze the information and be able to apply it in various ways. In “Idiot Nation” by Michael Moore, he argues that the lack of attention political leaders give to schools in America is one of the biggest factors hindering proper education .Moore puts the blame on leaders like Dwight D. Eisenhower and William Clark, as well as the people who vote for them. The problem is that “the political leaders...have decided it’s a bigger priority to build another bomber than educate our children.”(Moore 131)Moore believes leaders put more effort into military artillery rather than proper education .The solution to America’s problems is not more bombs or weapons. The real solution are the children, the future of America. Therefore it is vital that we turn them into impeccable problem solvers, to solve America’s problems not with weapons but with knowledge. Critical thinking does just that. In an article called “How Critical is Critical Thinking” by Shawn Ryan D he makes references to the various studies of critical thinking and its relation to problem solving.
There are many different influences in the world today; a big one that most people in the world face is religion. Religion is an influence that people first encounter during their childhood. They grow and learn to have faith. People’s perspective on religion is affected by their culture, their family and the events they witness during childhood. Persepolis by Marjane Satrapi is the story of a young girl growing up in Iran, during the Islamic Revolution, and the war with Iraq. Throughout the novel religion develops along with the plot, in good and bad ways. In the story Marji loses her faith and it changes who she is, religion also changed her lifestyle by the government putting religion into the law. Religion is a topic that people label as
What is the role of religion in Persepolis? How does religion enhance your understanding of the themes and culture of the novel?
Finn, P. (2011). Critical thinking: knowledge and skills for evidence-based practice. Language, Speech & Hearing Services In Schools,42(1), 69-72. doi:10.1044/0161-1461(2010/09-0037)
Throughout history, religion has gained religious believers, but likewise has lost them. The ability to have faith in something is a characteristic that is unique in humans. But, likewise, people have the unique characteristic of stop believing, specially, when certain events challenge their faith. In Marjane’s narrative story, Persepolis, Marjane slowly lost faith in religion. Religious fundamentalist harmed her love ones, violently, which made her realize that religion was always connected with violent acts. Marjane narrates that a lot of people have accepted the new religious government, she said, “it wasn’t only the people that changed. Ordinary people changed
...t is how religion plays a part in enhancing the understanding of themes in Persepolis.
“Contrary to the claims that violent video games are linked to aggressive assaults and homicides, no evidence was found to suggest that this medium was a major (or minor) contributing cause of violence in the United States.” (Markey, 290)
Critical thinking is a significant and essential topic in recent education. The strategy of critical thinking skills helps identify areas in one's courses as the suitable place to highlight, expand and use some problems in exams that test students' critical thinking skills.
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What is not easily recognized is the fact that the very fabric of life is dependent on the ability to think properly and make good decisions. Improper thinking is costly in the quality of life and monetarily. The result of a critical thinker that has worked to cultivate proper thinking skills includes: the ability to ask vital questions and to identify problems with clarity. A critical thinker also collects relevant information while effectively interpreting it, thinks with an open mind, uses alternative systems of thought, and understands how to communicate while working to formulate a strong solution. In summary, critical thinking is self-disciplined, self-monitored, and self-corrective thinking. Above all else, the standards of excellence are rigorous, and it entails the prospect of overcoming the challenge of sociocentrism and
The ideal of critical thinking is a central one in Russell's philosophy, though this is not yet generally recognized in the literature on critical thinking. For Russell, the ideal is embedded in the fabric of philosophy, science, liberalism and rationality, and this paper reconstructs Russell's account, which is scattered throughout numerous papers and books. It appears that he has developed a rich conception, involving a complex set of skills, dispositions and attitudes, which together delineate a virtue which has both intellectual and moral aspects. It is a view which is rooted in Russell's epistemological conviction that knowledge is difficult but not impossible to attain, and in his ethical conviction that freedom and independence in inquiry are vital. Russell's account anticipates many of the insights to be found in the recent critical thinking literature, and his views on critical thinking are of enormous importance in understanding the nature of educational aims. Moreover, it is argued that Russell manages to avoid many of the objections which have been raised against recent accounts. With respect to impartiality, thinking for oneself, the importance of feelings and relational skills, the connection with action, and the problem of generalizability, Russell shows a deep understanding of problems and issues which have been at the forefront of recent debate.
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