Course Description
Introduction to thinking critically about education. As a MAC Critical Thinking and Inquiry in the Humanities and Fine Arts competency course, students are introduced to a range of contemporary views on education and practice asking questions, identifying assumptions, analyzing implications for different arguments, and hypothesizing what could be.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
Critically analyze claims, arguments, artifacts or information. For this SLO, you are supported in identifying general features of claims, arguments, artifacts, or information in a mostly accurate and clear way. You will be given opportunities to articulate reasoning, evidence and/or data that underlies claims, arguments, artifacts, or information related to education and schooling. You will also be supported in expressing some interpretation of reasoning, evidence and/or data in terms of quality, appropriateness, and/or assumptions, though possibly in uneven, partially inaccurate and/or incomplete ways.
Construct coherent, evidence-based arguments. For this SLO, you will be supported in identifying a research question and articulating a thesis claim that responds to that question. Students will have opportunities to support their claims with reasoning, evidence and/or data that is broadly relevant, and, where appropriate, attempt to define technical or otherwise key concepts.
Reflect critically on your own learning and thinking, identifying how your beliefs, assumptions, and judgments develop and change over time.
Cultivate habits of thoughtful inquiry, including curiosity, intellectual humility, open-mindedness, careful reasoning, and a willingness to reconsider your own views in light of new evidence and perspectives.
Analyze competing purposes of education and articulate a well-reasoned philosophy of what education should help individuals and society become.
Evaluate educational practices and institutions in light of their underlying assumptions, stated purpose, and likely consequences for learners and communities.
Examine the ethical, civic, and human implications of emerging technologies, including artificial intelligence, and make thoughtful judgments about their role in education and society.
Communicate ideas clearly and thoughtfully, supporting your conclusions with evidence, reasoned argument, and careful engagement with multiple perspectives.
Course Grading Information:
Activity/Performance Measure | Percentage/Points |
|---|---|
Inquiry Notebook (graded feedback on September 19th) | 10% |
Inquiry Notebook (graded feedback on October 20th) | 15% |
Inquiry Notebook (final graded feedback after November 19th) | 15% |
Inquiry Essay #1: Becoming a Student of My Own Thinking | 20% |
Inquiry Essay #2: What is Education For? | 20% |
Final Reflective Essay: An Education in Thinking | 20% |
Grading Scale
Percentage | Letter Grade |
|---|---|
94-100 | A |
90-93 | A- |
87-89 | B+ |
84-86 | B |
80-83 | B- |
77-79 | C+ |
74-76 | C |
70-73 | C- |
67-69 | D+ |
64-66 | D |
60-63 | D- |
0-59 | F |
Attendance/Participation:
Embedded within the Inquiry Notebook and included as part of the graded feedback given three times per semester. Students have to be present and engaged to do well in the course, but this is assessed by written work in the inquiry notebook, not points per class attended or missed.
Course Materials Purchased by the Students:
No course materials are required.
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.