Workshop “Modelling Fallibility in Critical Thinking Instruction”
Tim Kenyon, University of Waterloo, Canada
Professor of Philosophy and is currently on research leave in Portugal. His research focuses on language, social knowledge, and critical thinking education. He is the author of the critical thinking text Clear Thinking in a Blurry World, and some papers on what the empirical evidence regarding biases and debiasing suggest about critical thinking didactics.
Abstract: One barrier to the development of critical thinking abilities in many students is their reluctance to admit error in discursive and other reasoning contexts, and perhaps even their not knowing how to do it. Plausibly, instructors can help students overcome this barrier not only by teaching about it, but by modelling admissions of error in the classroom context. Instructors may have difficulty doing this, however — they may feel the weight of expectation that they are the authority in a class, or may worry that admitting error will undermine their credibility with students. This workshop will briefly canvass empirical evidence of the difficulty in admitting errors, review some strategies and exercises I have used in an effort to model fallibility in class, and solicit other strategies from participants. Attendees will be asked to participate! So if you’ve never been wrong about anything, be sure to ask a fallible friend for examples before the workshop. More information at http://bit.ly/1O4bzy5
Language: the workshop will be held in English.
Duration: 90 minutes.
Date: 8 May 2015.
Hour: 11am – 12:30pm
Local: Geosciences Auditorium – Geosciences Building/Life and Environment Sciences School (UTAD)
Registration: required at http://bit.ly/1DHcP8U (limited seats).
Registration fee: the workshop is free and open to all the academic community.