I teach a critical thinking course that is an introduction to cognition and perception. I use Halpern's Thought and Knowledge as the textbook. For the perception part of it I use readings from Pinker's How the Mind Works. I pitch it as a user's guide to the mind. We look at how we can use our knowledge of cognitive processes to be better critical thinkers. The focus is on perceptual and cognitive illusions, heuristics, biases, etc.. and on the development of thinking skills like logic, problem-solving, and decision-making.
Richard Platt St. Mary's College of Maryland -----Original Message----- From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED] Sent: Thursday, January 29, 2004 4:40 PM To: Teaching in the Psychological Sciences Subject: How best to modify a critical thinking course to be 'cognitive' I call on collective Tipster minds: I will be teaching a section of critical thinking this summer in our Guadalajara program. Because the critical thinking course usually counts as an upper division elective but does not satisfy a specific graduation requirement it is sometimes hard to sell for summer enrollment. After some discussion with my chair we decided that I would modify the course sufficiently to "fit" with a cognitive requirement. While I have some ideas on how I can do this, I'd appreciate any other advice tipsters might have. I will be using the Stanovich text as the primary text. There are some obvious elements of fit between problem solving/decision making and critial thinking, which Stanovich touches on. I'm looking for other areas of overlap. Thanks Annette Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
