I like this sentence from Postman that you quote: “All authorities get nervous when learning is conducted without a syllabus.” There seems to be growing pressure to articulate clear, quantifiable learning outcomes on syllabi. I’m not quite sure how to do this, though. “To open up new ways of looking at the world”? “To generate excitement about radical ideas”? It sounds weird — and not very quantifiable.
Postman’s book, Teaching as a Subversive Activity, is probably one of the best I’ve read around critical thinking. He works on the premise that there’s an interesting tension between needing a literate and numerate workforce but not having it so ‘intelligent’ as to criticize authority and the implicit and explicit rules that dominate our lives. I had to use syllabi, of course, but I injected a lot of critical ideas into my courses around psychiatry, ‘mental illness’, the role of politics in our lives, incarceration, sociology, art, ideology and many other ‘issues’. To me a syllabus was just a framework, a structure upon which I built a critical superstructure of ideas and approaches to problems, social and cognitive. I didn’t teach to the textbook, either, and usually sought out a textbook that I could easily take issue with by way of disabusing my students of the blind trust we sometimes put in the written word.
Thanks for your comment, Jeff. If there’s anything I miss about work it’s the opportunity to engage in intelligent discussion. Dan Hinman-Smith and I have a bit of a book club going. The book we’re reading at the moment is Charles Taylor’s Sources Of The Self: The Making of the Modern Identity. Want to get in on it?
Thank you, once again, for an insightful look in to critical thinking.
As a student in Business Administration (I know, I know…what was I thinking?), critical thinking, especially with the International student diversity represented in our classrooms, appears to fly out the window.
It appears to be more about, “How do I get an A, with the least amount of work”. Though this perspective is not isolated to the International student body, there does appear to be a ‘group think’ machine, in more evidence with specific cultural influences.
Question authority? Question how, what, why we are being taught?
As I enjoy your writing, and the paths of inquiry it leads me to, how do I cite the work you have posted on this site? I would like to share the sociological perspective with my marketing classmates, whether they appreciate it or not!
Sorry to take so long to get back to you, Shan! Are you asking how you would cite, say, Tony Buzan or Hilda Neatby?
Thanks for getting back to me.
This is the link I am referring to, for citation:
Well, I suppose it depends on the nature of the paper or project for which you intend to use the citation. The title of the piece is Teaching for Critical Thinking. I’m the author. The date is 2012, at least that’s when I published it on my blog. Generally, the URL is sufficient for most things but if you want a ‘proper’ citation, it depends on the style you’re using. APA? Chicago? MLA?
Thanks for clarifying Author & Date.
We are using APA.
From my understanding the URL can be sufficient, but if it is a published work, with a possible DOI, then I should try to establish and state this as well.
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