|TITLE||Critical, Creative and Caring Thinking for Ethics Education|
|LEVEL||05 - Postgraduate Modular Diploma or Degree Course|
|DESCRIPTION||Responding to the challenges of the twenty-first century – with its complex environmental, social and economic pressures – requires young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical, creative and caring thinking purposefully. Our ability to reason ethically directly depends on our skills in criticality and creativity. Thus, this study-unit will consist of lectures on the application of critical, creative and caring thinking processes to problem solving and practical decision-making in relation to contemporary ethical issues like human rights, animal rights, life and death issues, and so on.
The aims of the study-unit are to introduce students to the art of good reasoning, relating critical, creative and caring thinking to ethics. The core of the study-unit is the understanding of arguments, the evaluation of an argument and the ability to respond with alternative arguments when necessary.
1. Knowledge & Understanding:
By the end of the study-unit the student will:
- Be able to demonstrate an understanding of the basic concepts of good reasoning;
- Know how to understand an argument by identifying its various components including an argument's premises and conclusions;
- Know how to differentiate between different types of reasoning (inductive and deductive) and arguments;
- Be able to comprehend the difference between a strong and weak argument;
- Be able to teach and apply these skills in practice in the classroom.
By the end of the study-unit the student will be able to:
- Analyse arguments in order to understand their nature, function and relationships between its various components;
- Discriminate between differences and similarities among things and situations;
- Search for evidence, facts, knowledge and relevant sources;
- Draw inferences and concussions that are supported or justified by evidence;
- Value the ability to understand and recognize what elements one needs in order to determine an accurate conclusion or hypothesis from the information at one’s disposal;
- Show the ability to not only restate information, but add clarity and perspective to information, for better understanding;
- Apply critical, creative and caring thinking in class.
Main Text/s and any supplementary readings:
Abdulkadir Cekin (2015), The Investigation of Critical Thinking Dispositions of Religious Culture and Ethics Teacher Candidates, Journal of Education and Learning, 01 May 2015, Vol.9(2).
Epstein, Iris (2011), Linking ethics to community practice: integrative learning as a reflective practice. Reflective Practice, 01 February 2011, Vol.12(1), p.127-138.
Lennon, Sean M., Byford, Jeffrey M. Cox, J. T. (2015), An Ethical Exercise for the Social Studies Classroom: The Trolley Dilemma Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2015, Vol.88(6), p.178-181.
Fumoto, Hiroko, Robson, Sue; Greenfield, Sue (2012) Young children's creative thinking. Sage Publications.
Jarrett, Kevin Makerspaces and design thinking: perfect together! Education Digest, 2016, Vol.82(4), p.50(5).
|METHOD OF ASSESSMENT||
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.