Pub Date : 2011-06-01DOI: 10.5040/9781350284906.ch-001
Deborah Graham
[Extract) Unless we stop and think about thinking, critical thinking can be elusive. Thinking about thinking is a form of metacognition. It requires effortful understanding of the thinking process and an ability to exert control over it. When we think we often use heuristics, or a rule of thumb, to guide our conclusions. This of course means that there is no guarantee that our conclusions are correct. Conclusions may be drawn on the basis of impressions. These cognitive shortcuts allow for rapid processing of information, but they can also mislead and be inaccurate. Stereotypes are another example of classification according to salient features rather than factual elements. Before these are discussed in more detail, a quick look at comprehension and evaluation is worthwhile. Comprehension can be taken for granted or people can be put off thinking about what is being said by jargon-heavy or disciplinespecific language. It is easy, though, to unpack information and identify exactly what is being communicated. This unpacking will ultimately result in a far better ability to evaluate information. Although this may seem selfevident, unless we are thinking about what we are thinking, and why we are thinking about an issue in a certain way, we may fall into effortless thinking that can lead to false conclusions.
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Pub Date : 1900-01-01DOI: 10.5040/9781350284906.ch-006
F. Ferrari
This 1.5-‐day workshop given by the UW Center for Philosophy for Children at the University of Washington is open to teachers and others interested in exploring how introducing philosophy in their K-‐12 classrooms can enrich student learning. Participants will learn about the history and methods of pre-‐college philosophy, and will engage in philosophical discussions on topics such as: “What can we know? What makes something right or wrong? Are we free? What is a mind? How do we define happiness?”
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