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Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
"Scan this book quickly and you will think that philosophy has
finally recovered a sense of imagination. Read it carefully - and
recognize that every work and every author 'reviewed' here are but
mere possibilities (except for one) - and you find yourself in the
midst of an extraordinarily imaginative and audacious projection of
what philosophy might become. 'Reinventing the culture' in the new
Millennium; reinvoking the 'hidden possibilities' of human and
more-than-human Others; reopening ethics in the direction of
'possibilistic' process; even 'teaching on the edge'... Oh for such
a Philosophy! Oh for such Philosophers!"- Violet Woodsorrel Oxalis
David Morrow and Anthony Weston build on Weston's acclaimed A
Rulebook for Arguments to offer a complete textbook for a course in
critical thinking or informal logic. Features of the book include:
Homework exercises adapted from a wide range of actual arguments
from newspapers, philosophical texts, literature, movies, YouTube
videos, and other sources. Practical advice to help students
succeed when applying the Rulebook 's rules. Suggestions for
further practice that outline activities students can do by
themselves or with classmates to improve their critical thinking
skills. Detailed instructions for in-class activities and take-home
assignments designed to engage students in critical thinking. An
appendix on mapping arguments, a topic not included in the Rulebook
, that introduces students to this vital skill in evaluating or
constructing complex and multi-step arguments. Model responses to
odd-numbered exercises, including commentaries on the strengths and
weaknesses of selected model responses as well as further
discussion of some of the substantive intellectual, philosophical,
and ethical issues raised by the exercises. The third edition of
Workbook contains the entire text of the recent fifth edition of
the Rulebook , supplementing this core text with extensive further
explanations and exercises. Updated and improved homework exercises
ensure that the examples continue to resonate with today's
students. Roughly one-third of the exercises have been replaced
with updated or improved examples. A new chapter on engaging
constructively in public debates -including five new sets of
exercises-trains students to engage respectfully and constructively
on controversial topics, an increasingly important skill in our
hyper-partisan age. Three new critical thinking activities offer
further opportunities to practice constructive dialogue.
College teachers all too often still play Sage on the Stage
lecturing to rooms full of passive and supposedly absorbed
students. The cutting-edge opposite is still supposed to be the
Guide on the Side facilitating wherever students themselves are
already going, mentoring and coaching them along the way. But who
says that these are the only or the best alternatives? This book
advances another and sharply different model: the Impresario with a
Scenario, a teacher who serves as class mobilizer, improviser, and
energizer, staging dramatic, often unexpected and self-unfolding
learning challenges and adventures with students. In this book, the
author argues that to pose a single alternative to lecturing is
profoundly limiting. In fact, he says there is no reason to have to
choose between ""student-centered"" and ""teacher-centered""
pedagogies. The best ways to teach and learn are both. The same
applies to the false choice between ""active"" students and
""active"" teachers there can be more than enough activity for
everyone. In particular, the author argues that we need a model in
which the teacher is notably pro-active a kind of activity for
which certain theatrical metaphors seem especially appropriate.
Picture a college teacher who regularly sets up classroom scenarios
challenging problems, unscripted dramas, role-plays, simulations,
and the like such that the scenario itself frames and drives most
of the action and learning that follows. For teaching as staging,
the primary work of the teacher is staging such scenarios. The
basic goal is to put students into an urgently engaging and
self-unfolding scenario, trusting them to carry it forward, while
being prepared to join in as needed. This book offers a conceptual
and practical framework for Teaching as Staging, grounding the
approach with illustrative and sometimes provocative narrative from
the literature as well as the author's own practice. Teaching as
the Art of Staging offers a visionary challenge to the prevailing
models of pedagogy. The book presents a thoroughly practical model
that opens up new possibilities for anyone interested in dramatic
new directions in teaching and learning.
From academic writing to personal and public discourse, the need
for good arguments and better ways of arguing is greater than ever
before. This timely fifth edition of A Rulebook for Arguments
sharpens an already-classic text, adding updated examples and a new
chapter on public debates that provides rules for the etiquette and
ethics of sound public dialogue as well as clear and sound thinking
in general.
From academic writing to personal and public discourse, the need
for good arguments and better ways of arguing is greater than ever
before. This timely fifth edition of A Rulebook for Arguments
sharpens an already-classic text, adding updated examples and a new
chapter on public debates that provides rules for the etiquette and
ethics of sound public dialogue as well as clear and sound thinking
in general.
College teachers all too often still play Sage on the Stage
lecturing to rooms full of passive and supposedly absorbed
students. The cutting-edge opposite is still supposed to be the
Guide on the Side facilitating wherever students themselves are
already going, mentoring and coaching them along the way. But who
says that these are the only or the best alternatives? This book
advances another and sharply different model: the Impresario with a
Scenario, a teacher who serves as class mobilizer, improviser, and
energizer, staging dramatic, often unexpected and self-unfolding
learning challenges and adventures with students. In this book, the
author argues that to pose a single alternative to lecturing is
profoundly limiting. In fact, he says there is no reason to have to
choose between ""student-centered"" and ""teacher-centered""
pedagogies. The best ways to teach and learn are both. The same
applies to the false choice between ""active"" students and
""active"" teachers there can be more than enough activity for
everyone. In particular, the author argues that we need a model in
which the teacher is notably pro-active a kind of activity for
which certain theatrical metaphors seem especially appropriate.
Picture a college teacher who regularly sets up classroom scenarios
challenging problems, unscripted dramas, role-plays, simulations,
and the like such that the scenario itself frames and drives most
of the action and learning that follows. For teaching as staging,
the primary work of the teacher is staging such scenarios. The
basic goal is to put students into an urgently engaging and
self-unfolding scenario, trusting them to carry it forward, while
being prepared to join in as needed. This book offers a conceptual
and practical framework for Teaching as Staging, grounding the
approach with illustrative and sometimes provocative narrative from
the literature as well as the author's own practice. Teaching as
the Art of Staging offers a visionary challenge to the prevailing
models of pedagogy. The book presents a thoroughly practical model
that opens up new possibilities for anyone interested in dramatic
new directions in teaching and learning.
Thinking Through Questions is an accessible and compact guide to
the art of questioning, covering both the use and abuse of
questions. Animated by wide-ranging and engaging exercises and
examples, the book helps students deepen their understanding of how
questions work and what questions do, and builds the skills needed
to ask better questions. Cowritten by two of today's leading
philosopher-teachers, Thinking Through Questions is specifically
designed to complement, connect, and motivate today's standard
curricula, especially for classes in critical thinking,
philosophical questioning, and creative problem- solving (called
here "expansive questioning"). Offering students a wide and
appreciative look at questions and questioning, this small book
will also appeal to faculty and students across the disciplines: in
college writing courses, creativity workshops, education schools,
introductions to college thinking, design thinking projects, and
humanities and thinking classes. Open-ended, creative, and
critically self-possessed thinking is its constant theme-what field
doesn't need more of that?
This unique book is a concise introduction to creativity--the art
of expanding possibility. Covering such practical methods as
multiplying options, brainstorming, lateral thinking, reframing
problems, and many others, it offers provocative and effective
methods for constructive and expansive kinds of thinking. These
methods are illustrated and reinforced through exercises and
applications that range from science and technology to the arts;
from the small aggravations of everyday life to the largest
difficulties in politics, the family, and the future; and from
"creative good citizenship" to "creativity to change the
world."
Creativity for Critical Thinkers is an ideal supplement for any
general course in thinking skills, and in particular for courses in
critical thinking, as it frees them from a preoccupation with
"critical thinking" as merely criticism. It can be used in creative
writing and design courses as well, and provides a quick and
engaging introduction to creative thinking for workshop
participants and general readers. It shows readers who have been
trained to think "in the box" how to think "out of the box"--freely
and imaginatively. By looking at the world or some part of the
world as it could be, creativity offers an entirely new view of the
world as it is.
Thinking Through Questions is an accessible and compact guide to
the art of questioning, covering both the use and abuse of
questions. Animated by wide-ranging and engaging exercises and
examples, the book helps students deepen their understanding of how
questions work and what questions do, and builds the skills needed
to ask better questions. Cowritten by two of today's leading
philosopher-teachers, Thinking Through Questions is specifically
designed to complement, connect, and motivate today's standard
curricula, especially for classes in critical thinking,
philosophical questioning, and creative problem- solving (called
here "expansive questioning"). Offering students a wide and
appreciative look at questions and questioning, this small book
will also appeal to faculty and students across the disciplines: in
college writing courses, creativity workshops, education schools,
introductions to college thinking, design thinking projects, and
humanities and thinking classes. Open-ended, creative, and
critically self-possessed thinking is its constant theme-what field
doesn't need more of that?
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone
"Scan this book quickly and you will think that philosophy has
finally recovered a sense of imagination. Read it carefully - and
recognize that every work and every author 'reviewed' here are but
mere possibilities (except for one) - and you find yourself in the
midst of an extraordinarily imaginative and audacious projection of
what philosophy might become. 'Reinventing the culture' in the new
Millennium; reinvoking the 'hidden possibilities' of human and
more-than-human Others; reopening ethics in the direction of
'possibilistic' process; even 'teaching on the edge'... Oh for such
a Philosophy! Oh for such Philosophers!"- Violet Woodsorrel Oxalis
This book offers a uniquely constructive set of tools for engaging
complex and controversial ethical problems. Covering such practical
methods as diversifying options, lateral thinking, reframing
problems, approaching conflicts as creative opportunities, and many
others, it shows how to find "room to move" inside even the most
challenging ethical problems, and thereby discover new and
productive ways to deal with them. The book features numerous
exercises and applications that consider a wide range of familiar
ethical issues--including the moral status of animals, the death
penalty, poverty, drug use, and many others--and ends with some of
the toughest: abortion, assisted suicide, and environmental
ethics.
An ideal supplement for any general ethics course, Creative
Problem-Solving in Ethics can also be used in more specific
"applied" courses like bioethics, business ethics, and social
ethics, as well as in critical thinking courses that emphasize
ethics. In addition, it provides a concise and engaging
introduction to creative thinking for workshop participants and
general readers. From the very beginning of the book, readers will
discover that creative thinking can offer imaginative and promising
alternatives to seemingly intractable ethical dilemmas.
A Practical Companion to Ethics, Fifth Edition, is a concise and
accessible introduction to the basic attitudes and skills that make
ethics work, like thinking for oneself, creative and integrative
problem-solving, and keeping an open mind. This unique volume
illuminates the broad kinds of practical intelligence required in
moral judgment, complementing the narrower theoretical
considerations that often dominate ethics courses. It offers
practical instruction in problem-solving by demonstrating how to
frame an ethical problem and deal effectively with ethical
disagreements. The book also presents ethics as an ongoing learning
experience, helping students to engage constructively with both the
complexities of their individual lives and with the larger issues
that exist in the world around them. The fifth edition retains the
most popular features of the previous edition, including
challenging and relevant end-of-chapter exercises and brief text
boxes that define key terms and review core strategies. The
optimistic tone and brisk pace of the narrative provide an
entertaining and intelligent guide to "everyday" morality. Ideal
for introductory courses in ethics and applied ethics, A Practical
Companion to Ethics, Fifth Edition, can also be used in any course
related to critical thinking.
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