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ACritical Thinker’s Indispensable Traits. Becoming an outstanding critical thinker requires the cultivation of a number of key traits and qualities that will help.

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This is a list of our most popular workshop strands. We suggest that institutions begin with a foundational workshop in critical thinking. Any of these strands can be combined to focus on the goals and needs of your institution. Our presenters can discuss workshop possibilities with you, and make recommendations based on your needs. For more information on our Professional Development program, please fill out our short information request form.

This is strongly recommended for those who have not previously taken a foundational workshop in critical thinking. It will introduce the basic components of critical thinking, ways to build those components into the design of what you teach, and ways to make that design effective.

Knowing 600 ways to accomplish a task is certainly better than knowing just one. But wait: are you even working toward the right goal? This course teaches techniques for determining whether the right questions are being asked and how to generate multiple answers once you are sure you have asked the right ones.

The following outline highlights some of the course's key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).


This is a list of our most popular workshop strands. We suggest that institutions begin with a foundational workshop in critical thinking. Any of these strands can be combined to focus on the goals and needs of your institution. Our presenters can discuss workshop possibilities with you, and make recommendations based on your needs. For more information on our Professional Development program, please fill out our short information request form.

This is strongly recommended for those who have not previously taken a foundational workshop in critical thinking. It will introduce the basic components of critical thinking, ways to build those components into the design of what you teach, and ways to make that design effective.

Knowing 600 ways to accomplish a task is certainly better than knowing just one. But wait: are you even working toward the right goal? This course teaches techniques for determining whether the right questions are being asked and how to generate multiple answers once you are sure you have asked the right ones.

The following outline highlights some of the course''s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).

Also see:
2010 summer 3-week syllabus
2010 evaluations, summer
2009 fall on-line syllabus
2009 summer 3-week syllabus
1999 syllabus

The elective courses allow students to define specific areas in which they explore their CCT-related interests -- for example, "creative thinking at work", "science in a changing world", "gifted and talented education", "critical and creative thinking in literature/arts/music", "dialogue and collaboration in organizational change." Areas of specialization may be constructed through cooperation with other UMass-Boston graduate programs, such as Instructional Design, Special Education, Public Policy, and Dispute Resolution.

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This is a list of our most popular workshop strands. We suggest that institutions begin with a foundational workshop in critical thinking. Any of these strands can be combined to focus on the goals and needs of your institution. Our presenters can discuss workshop possibilities with you, and make recommendations based on your needs. For more information on our Professional Development program, please fill out our short information request form.

This is strongly recommended for those who have not previously taken a foundational workshop in critical thinking. It will introduce the basic components of critical thinking, ways to build those components into the design of what you teach, and ways to make that design effective.


This is a list of our most popular workshop strands. We suggest that institutions begin with a foundational workshop in critical thinking. Any of these strands can be combined to focus on the goals and needs of your institution. Our presenters can discuss workshop possibilities with you, and make recommendations based on your needs. For more information on our Professional Development program, please fill out our short information request form.

This is strongly recommended for those who have not previously taken a foundational workshop in critical thinking. It will introduce the basic components of critical thinking, ways to build those components into the design of what you teach, and ways to make that design effective.

Knowing 600 ways to accomplish a task is certainly better than knowing just one. But wait: are you even working toward the right goal? This course teaches techniques for determining whether the right questions are being asked and how to generate multiple answers once you are sure you have asked the right ones.

The following outline highlights some of the course''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).

Also see:
2010 summer 3-week syllabus
2010 evaluations, summer
2009 fall on-line syllabus
2009 summer 3-week syllabus
1999 syllabus

The elective courses allow students to define specific areas in which they explore their CCT-related interests -- for example, "creative thinking at work", "science in a changing world", "gifted and talented education", "critical and creative thinking in literature/arts/music", "dialogue and collaboration in organizational change." Areas of specialization may be constructed through cooperation with other UMass-Boston graduate programs, such as Instructional Design, Special Education, Public Policy, and Dispute Resolution.


The Key Concept of the Course

This course is entirely and exclusively concerned with the development of potential capacities that all of you have, even though you have not developed them, capacities in that part of your mind known as "your intellect". Most people don’t develop their intellect and use it very ineffectively and often mainly to rationalize or justify their infantile or egocentric drives.

One way to put this point is to say that most people are not in charge of their ideas and thinking. Most of their ideas have come into their minds without their having thought about it. They unconsciously pick up what the people around them think. They unconsciously pick up what is on television or in the movies.

Syllabus for Spring Semester 2017
Prof. Dowden

What is the course about?

PHIL 4. Critical Thinking. Study of the basic skills of good reasoning needed for the intelligent and responsible conduct of life. Topics include: argument structure and identification, validity and strength of arguments, common fallacies of reasoning, use and abuse of language in reasoning, principles of fair play in argumentation. Graded: Graded Student. Units: 3.0

Fortunately, critical thinking can be taught. Companies we''''''''ve set on the right path report their return on critical thinking training as much as 17 times the investment. Because when you think critically, you work smarter.

Companies we’ve worked with report their ROI on critical thinking training is as much as 17 times the investment. That''''''''s because critical thinking improves:

After taking this course you will have the tools to analyze the truth of all kinds of statements, from opinion articles to court verdicts and investment proposals. You will better understand the philosophical basis of human knowledge, also you will be more persuasive in domestic talks as well as in good structured presentations, debates or argumentative essays. Furthermore, a main goal of this course is that you will be able to recognize and refute the most common fallacies (reasoning errors), and understand irrational behavior.

No prior knowledge is needed for this course, participants should only come equipped with natural curiosity and a respect for the truth.

He is in an expensive car, and is going somewhere. That is all you would really know. All else would be supposition on your part.


This is a list of our most popular workshop strands. We suggest that institutions begin with a foundational workshop in critical thinking. Any of these strands can be combined to focus on the goals and needs of your institution. Our presenters can discuss workshop possibilities with you, and make recommendations based on your needs. For more information on our Professional Development program, please fill out our short information request form.

This is strongly recommended for those who have not previously taken a foundational workshop in critical thinking. It will introduce the basic components of critical thinking, ways to build those components into the design of what you teach, and ways to make that design effective.

Knowing 600 ways to accomplish a task is certainly better than knowing just one. But wait: are you even working toward the right goal? This course teaches techniques for determining whether the right questions are being asked and how to generate multiple answers once you are sure you have asked the right ones.

The following outline highlights some of the course''''''''''''''''''''''''''''''''s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).

Also see:
2010 summer 3-week syllabus
2010 evaluations, summer
2009 fall on-line syllabus
2009 summer 3-week syllabus
1999 syllabus

The elective courses allow students to define specific areas in which they explore their CCT-related interests -- for example, "creative thinking at work", "science in a changing world", "gifted and talented education", "critical and creative thinking in literature/arts/music", "dialogue and collaboration in organizational change." Areas of specialization may be constructed through cooperation with other UMass-Boston graduate programs, such as Instructional Design, Special Education, Public Policy, and Dispute Resolution.


The Key Concept of the Course

This course is entirely and exclusively concerned with the development of potential capacities that all of you have, even though you have not developed them, capacities in that part of your mind known as "your intellect". Most people don’t develop their intellect and use it very ineffectively and often mainly to rationalize or justify their infantile or egocentric drives.

One way to put this point is to say that most people are not in charge of their ideas and thinking. Most of their ideas have come into their minds without their having thought about it. They unconsciously pick up what the people around them think. They unconsciously pick up what is on television or in the movies.

Syllabus for Spring Semester 2017
Prof. Dowden

What is the course about?

PHIL 4. Critical Thinking. Study of the basic skills of good reasoning needed for the intelligent and responsible conduct of life. Topics include: argument structure and identification, validity and strength of arguments, common fallacies of reasoning, use and abuse of language in reasoning, principles of fair play in argumentation. Graded: Graded Student. Units: 3.0

Fortunately, critical thinking can be taught. Companies we''ve set on the right path report their return on critical thinking training as much as 17 times the investment. Because when you think critically, you work smarter.

Companies we’ve worked with report their ROI on critical thinking training is as much as 17 times the investment. That''s because critical thinking improves:

After taking this course you will have the tools to analyze the truth of all kinds of statements, from opinion articles to court verdicts and investment proposals. You will better understand the philosophical basis of human knowledge, also you will be more persuasive in domestic talks as well as in good structured presentations, debates or argumentative essays. Furthermore, a main goal of this course is that you will be able to recognize and refute the most common fallacies (reasoning errors), and understand irrational behavior.

No prior knowledge is needed for this course, participants should only come equipped with natural curiosity and a respect for the truth.


This is a list of our most popular workshop strands. We suggest that institutions begin with a foundational workshop in critical thinking. Any of these strands can be combined to focus on the goals and needs of your institution. Our presenters can discuss workshop possibilities with you, and make recommendations based on your needs. For more information on our Professional Development program, please fill out our short information request form.

This is strongly recommended for those who have not previously taken a foundational workshop in critical thinking. It will introduce the basic components of critical thinking, ways to build those components into the design of what you teach, and ways to make that design effective.

Knowing 600 ways to accomplish a task is certainly better than knowing just one. But wait: are you even working toward the right goal? This course teaches techniques for determining whether the right questions are being asked and how to generate multiple answers once you are sure you have asked the right ones.

The following outline highlights some of the course''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).

Also see:
2010 summer 3-week syllabus
2010 evaluations, summer
2009 fall on-line syllabus
2009 summer 3-week syllabus
1999 syllabus

The elective courses allow students to define specific areas in which they explore their CCT-related interests -- for example, "creative thinking at work", "science in a changing world", "gifted and talented education", "critical and creative thinking in literature/arts/music", "dialogue and collaboration in organizational change." Areas of specialization may be constructed through cooperation with other UMass-Boston graduate programs, such as Instructional Design, Special Education, Public Policy, and Dispute Resolution.


The Key Concept of the Course

This course is entirely and exclusively concerned with the development of potential capacities that all of you have, even though you have not developed them, capacities in that part of your mind known as "your intellect". Most people don’t develop their intellect and use it very ineffectively and often mainly to rationalize or justify their infantile or egocentric drives.

One way to put this point is to say that most people are not in charge of their ideas and thinking. Most of their ideas have come into their minds without their having thought about it. They unconsciously pick up what the people around them think. They unconsciously pick up what is on television or in the movies.

Syllabus for Spring Semester 2017
Prof. Dowden

What is the course about?

PHIL 4. Critical Thinking. Study of the basic skills of good reasoning needed for the intelligent and responsible conduct of life. Topics include: argument structure and identification, validity and strength of arguments, common fallacies of reasoning, use and abuse of language in reasoning, principles of fair play in argumentation. Graded: Graded Student. Units: 3.0

Fortunately, critical thinking can be taught. Companies we''''ve set on the right path report their return on critical thinking training as much as 17 times the investment. Because when you think critically, you work smarter.

Companies we’ve worked with report their ROI on critical thinking training is as much as 17 times the investment. That''''s because critical thinking improves:

After taking this course you will have the tools to analyze the truth of all kinds of statements, from opinion articles to court verdicts and investment proposals. You will better understand the philosophical basis of human knowledge, also you will be more persuasive in domestic talks as well as in good structured presentations, debates or argumentative essays. Furthermore, a main goal of this course is that you will be able to recognize and refute the most common fallacies (reasoning errors), and understand irrational behavior.

No prior knowledge is needed for this course, participants should only come equipped with natural curiosity and a respect for the truth.

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Click here critical thinking course description

ACritical Thinker’s Indispensable Traits. Becoming an outstanding critical thinker requires the cultivation of a number of key traits and qualities that will help.

10


This is a list of our most popular workshop strands. We suggest that institutions begin with a foundational workshop in critical thinking. Any of these strands can be combined to focus on the goals and needs of your institution. Our presenters can discuss workshop possibilities with you, and make recommendations based on your needs. For more information on our Professional Development program, please fill out our short information request form.

This is strongly recommended for those who have not previously taken a foundational workshop in critical thinking. It will introduce the basic components of critical thinking, ways to build those components into the design of what you teach, and ways to make that design effective.

Knowing 600 ways to accomplish a task is certainly better than knowing just one. But wait: are you even working toward the right goal? This course teaches techniques for determining whether the right questions are being asked and how to generate multiple answers once you are sure you have asked the right ones.

The following outline highlights some of the course''''''''s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).

Also see:
2010 summer 3-week syllabus
2010 evaluations, summer
2009 fall on-line syllabus
2009 summer 3-week syllabus
1999 syllabus

The elective courses allow students to define specific areas in which they explore their CCT-related interests -- for example, "creative thinking at work", "science in a changing world", "gifted and talented education", "critical and creative thinking in literature/arts/music", "dialogue and collaboration in organizational change." Areas of specialization may be constructed through cooperation with other UMass-Boston graduate programs, such as Instructional Design, Special Education, Public Policy, and Dispute Resolution.


The Key Concept of the Course

This course is entirely and exclusively concerned with the development of potential capacities that all of you have, even though you have not developed them, capacities in that part of your mind known as "your intellect". Most people don’t develop their intellect and use it very ineffectively and often mainly to rationalize or justify their infantile or egocentric drives.

One way to put this point is to say that most people are not in charge of their ideas and thinking. Most of their ideas have come into their minds without their having thought about it. They unconsciously pick up what the people around them think. They unconsciously pick up what is on television or in the movies.

Syllabus for Spring Semester 2017
Prof. Dowden

What is the course about?

PHIL 4. Critical Thinking. Study of the basic skills of good reasoning needed for the intelligent and responsible conduct of life. Topics include: argument structure and identification, validity and strength of arguments, common fallacies of reasoning, use and abuse of language in reasoning, principles of fair play in argumentation. Graded: Graded Student. Units: 3.0

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I think the catalog description you have listed is quite clear for that particular course. Here are descriptions of beginning journalism courses offered at another university: JOUR 101 - Writing for the Media Basic writing skills for newspapers, magazines, advertising, public relations, online and broadcasting, with special emphasis on learning the Associated Press Stylebook. JOUR 102 - News Reporting: News gathering and research techniques; development of news writing skills and style. Emphasis on clarity of writing, accuracy, balance and fairness, and on meeting deadlines. Students are required to contribute bi-weekly stories to the University s newspaper. s

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This is a list of our most popular workshop strands. We suggest that institutions begin with a foundational workshop in critical thinking. Any of these strands can be combined to focus on the goals and needs of your institution. Our presenters can discuss workshop possibilities with you, and make recommendations based on your needs. For more information on our Professional Development program, please fill out our short information request form.

This is strongly recommended for those who have not previously taken a foundational workshop in critical thinking. It will introduce the basic components of critical thinking, ways to build those components into the design of what you teach, and ways to make that design effective.

Knowing 600 ways to accomplish a task is certainly better than knowing just one. But wait: are you even working toward the right goal? This course teaches techniques for determining whether the right questions are being asked and how to generate multiple answers once you are sure you have asked the right ones.

The following outline highlights some of the course''''''''''''''''s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).

Also see:
2010 summer 3-week syllabus
2010 evaluations, summer
2009 fall on-line syllabus
2009 summer 3-week syllabus
1999 syllabus

The elective courses allow students to define specific areas in which they explore their CCT-related interests -- for example, "creative thinking at work", "science in a changing world", "gifted and talented education", "critical and creative thinking in literature/arts/music", "dialogue and collaboration in organizational change." Areas of specialization may be constructed through cooperation with other UMass-Boston graduate programs, such as Instructional Design, Special Education, Public Policy, and Dispute Resolution.


The Key Concept of the Course

This course is entirely and exclusively concerned with the development of potential capacities that all of you have, even though you have not developed them, capacities in that part of your mind known as "your intellect". Most people don’t develop their intellect and use it very ineffectively and often mainly to rationalize or justify their infantile or egocentric drives.

One way to put this point is to say that most people are not in charge of their ideas and thinking. Most of their ideas have come into their minds without their having thought about it. They unconsciously pick up what the people around them think. They unconsciously pick up what is on television or in the movies.

Syllabus for Spring Semester 2017
Prof. Dowden

What is the course about?

PHIL 4. Critical Thinking. Study of the basic skills of good reasoning needed for the intelligent and responsible conduct of life. Topics include: argument structure and identification, validity and strength of arguments, common fallacies of reasoning, use and abuse of language in reasoning, principles of fair play in argumentation. Graded: Graded Student. Units: 3.0

Fortunately, critical thinking can be taught. Companies we've set on the right path report their return on critical thinking training as much as 17 times the investment. Because when you think critically, you work smarter.

Companies we’ve worked with report their ROI on critical thinking training is as much as 17 times the investment. That's because critical thinking improves:


This is a list of our most popular workshop strands. We suggest that institutions begin with a foundational workshop in critical thinking. Any of these strands can be combined to focus on the goals and needs of your institution. Our presenters can discuss workshop possibilities with you, and make recommendations based on your needs. For more information on our Professional Development program, please fill out our short information request form.

This is strongly recommended for those who have not previously taken a foundational workshop in critical thinking. It will introduce the basic components of critical thinking, ways to build those components into the design of what you teach, and ways to make that design effective.

Knowing 600 ways to accomplish a task is certainly better than knowing just one. But wait: are you even working toward the right goal? This course teaches techniques for determining whether the right questions are being asked and how to generate multiple answers once you are sure you have asked the right ones.

The following outline highlights some of the course''''s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).

Also see:
2010 summer 3-week syllabus
2010 evaluations, summer
2009 fall on-line syllabus
2009 summer 3-week syllabus
1999 syllabus

The elective courses allow students to define specific areas in which they explore their CCT-related interests -- for example, "creative thinking at work", "science in a changing world", "gifted and talented education", "critical and creative thinking in literature/arts/music", "dialogue and collaboration in organizational change." Areas of specialization may be constructed through cooperation with other UMass-Boston graduate programs, such as Instructional Design, Special Education, Public Policy, and Dispute Resolution.


The Key Concept of the Course

This course is entirely and exclusively concerned with the development of potential capacities that all of you have, even though you have not developed them, capacities in that part of your mind known as "your intellect". Most people don’t develop their intellect and use it very ineffectively and often mainly to rationalize or justify their infantile or egocentric drives.

One way to put this point is to say that most people are not in charge of their ideas and thinking. Most of their ideas have come into their minds without their having thought about it. They unconsciously pick up what the people around them think. They unconsciously pick up what is on television or in the movies.