TEACHING CRITICAL THINKING: THE BELIEVING GAME & THE DOUBTING GAME
by Alan Shapiro
Example -- a history class debating civil disobedience. But there's a problem.
"The debate has produced strong disagreement, some reasonable arguments, and lots of heat. But it has not produced a recognition of complexity, a sense of the strength and worth of a position not one's own; a movement, however, slight, in one's own position; a desire to go on thinking.
We teachers are often better at stimulating exciting arguments than at complicating and deepening understandings; often better at developing critical thinking skills than at entering into another's point of view and working to experience it and find whatever truth it may contain."
Proceeds into lesson plan using 'Civil Disobedience' as a launch point.
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