Towards the end of last year, I was approached by a company called Listenable that produces audio courses built around ten or so podcast-like lectures, each of which are around 5-10 minutes in length. While most of the teaching I’ve done on this subject had a little more room to breathe, this format is comparable […]
For anyone interested in Ethics Bowl (or non-competitive ethics), I just kicked off a series on how critical-thinking techniques can be applied to an analysis of cases in this year’s Ethics Bowl championships.
Interviews with Michael Horn on teaching critical thinking and some thoughts at Vox over the appropriate use of skepticism.
Like all humans, students are motivated to resolve doubt. But how can this be done in a way that leads to learning?
How can teachers take advantage of the fact that students – like all human beings – will go to any length to eliminate doubt?