University of Windsor, Ontario: Open Journal Systems
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An Unlikely Source of (Absurd and Effective) Case Studies for Introductory Informal Logic
No full textThis short work presents a popular fringe theory as a source of case studies for use in teaching informal logic in an introductory course. It puts forward ancient astronaut theory as the candidate source, together with a characterization of why it fits the bill. The televised material associated with that theory is well suited to being used as case studies given that they are easy to follow, contain a surprising number of arguments and fallacies, and keep students reliably engaged. The paper includes an overview of the forms of argumentation and fallacies that these cases may be used to teach, along with a sketch of how to best implement them in the classroom.Ce court ouvrage présente une théorie marginale populaire comme source d\u27études de cas à utiliser dans l\u27enseignement d’un cours introductoire de la logique non formelle. Il suggère la discussion de la Théorie d’astronaute antique et décrit comment son utilisation répond à divers objectifs pédagogiques. Le matériel télévisé associé à cette théorie convient bien en tant que cas faciles à suivre et contient un nombre surprenant d\u27arguments et d\u27erreurs qui font participer les étudiants de manière fiable. Cet article comprend un aperçu des formes d\u27argumentation et des erreurs que ces cas peuvent illustrer dans l’enseignement de la logique non formelle, ainsi qu\u27une esquisse de la meilleure façon d’employer ce matériel en classe.
 
Introduction
No full textWelcome to the newest issue (Vol. 21, No. 2) of Critical Social Work: An Interdisciplinary Journal Dedicated to Social Justice. This issue of Critical Social Work includes four peer-reviewed articles
Navigating the landscape of pedagogical training: The journeys of three mathematics graduate students
No full textThis article describes the landscape of teaching assistantships (TAships) in the Mathematics Department of a large, public, research institution. First, we present visualized data describing the terrain for all mathematics graduate students. Second, we focus on three specific journeys in that terrain. We employ an autoethnographical research methodology to analyze the pedagogical paths of three recent graduates through written reflection. We highlight some surprising themes that emerge, identify key moments in each reflection, and make three proposals, applicable in broader contexts, to capture and confer their benefits.
Dans notre article, nous traçons le portrait de l’assistanat d’enseignement dans le département de Mathématique d’un grand établissement public de recherche. Tout d’abord, nous présentons des données sous forme visuelle de manière à décrire la réalité sur le terrain des étudiants en mathématique des cycles supérieurs. Ensuite, nous portons notre attention sur trois parcours particuliers. Au moyen de réflexions menées par écrit, nous utilisons une méthodologie de recherche autoethnographique afin d’analyser le parcours pédagogique de trois nouveaux diplômés. Nous soulignons certains thèmes surprenants, nous dégageons les moments clés de chaque réflexion, puis nous énonçons trois propositions – lesquelles peuvent être utilisées dans un contexte plus large – et nous en présentons les avantages
How can we help all students RISE? : A framework to create learning environments in higher education that will help all students grow as collaborative thinkers, partners, and leaders.
No full textThis collection of short essays utilizes a narrative approach to present the RISE framework, with four pillars centered on promoting student Resilience, Identity, Strength in Scholarship and Empowerment. Each short essay aims to draw attention to the spectrum of challenges that students currently face during their higher education journeys in Canada and what innovative solutions have been or could be implemented to address these adversities in accordance with RISE. The application of the framework to evaluate and reorient learning environments in Canadian higher education holds immense potential to help all students grow as collaborative thinkers, partners, and leaders that will leave academic settings well prepared for their life as leaders in their community.
Dans cet article qui rassemble de courts essais, nous utilisons une approche narrative pour présenter le cadre RISE en l’appuyant sur quatre piliers permettant de promouvoir la Résilience, l’Identité, la Solidité universitaire et l’Émancipation. Chacun des courts essais vise à mettre en relief, d’une part, l’éventail des défis auxquels les étudiants font face actuellement dans l’enseignement supérieur au Canada et, d’autre part, les solutions novatrices qui ont été mises en œuvre – ou qui pourraient l’être – pour s’attaquer à ces difficultés dans le contexte de RISE. L’application de ce cadre dans l’examen et la reconfiguration des environnements d’apprentissage de l’enseignement supérieur au Canada est pleine de promesses. Voilà qui pourrait aider tous les étudiants à devenir des penseurs collaboratifs, des partenaires et des leaders qui, lorsqu’ils quitteront l’université, seront prêts à agir comme des chefs de file de leur communauté
The Temporal Structure of Patience
No full textAbstract
This paper presents Anthony Steinbock\u27s broad theory of moral emotions and specifically the distinction he draws between the temporal orientation and the temporal meaning of emotions. The latter distinction is used in order to provide phenomenological descriptions of, and distinctions between, patience and impatience. The paper takes leading clues from Steinbock’s work in an effort to “do” phenomenology in a way that clarifies these specific natural attitude intentionalities.
 
Review of Truth in Fiction: Rethinking its Logic
No full textThis article reviews John Wood’s Truth in Fiction: Rethinking its Logic (Springer 2018).Cet article est une critique de La vérité dans la fiction: repenser sa logique (Springer 2018) de John Woods
Introduction
No full textWelcome to the newest issue of Critical Social Work: An Interdisciplinary Journal Dedicated to Social Justice. This issue of Critical Social Work includes three peer-reviewed articles and a book review
Is it Permissible to Teach Buddhist Mindfulness Meditation in a Critical Thinking Course?
No full textAbstract: In this essay I set out the case for why mindfulness meditation should be included in critical thinking education, especially with respect to educating people about how to argue with one another. In 1, I introduce to distinct mind sets, the critical mind and the meditative mind, and show that they are in apparent tension with one another. Then by examining the Delphi Report on Critical Thinking I show how they are not in tension. I close 1 by examining some recent work by Mark Battersby and Jeffery Maynes on expanding out critical thinking education to be inclusive of cognitive science and decision making. I argue that their arguments for expanding critical thinking education ultimately lead to considering the relevance of meditation in critical thinking. In 2, I examine work on critical thinking by Harvey Siegel and Sharon Bailin in order to draw out different conceptions of critical thinking both from a theoretical point of view as well as a pedagogical point of view. In 3, I present criteria for selecting a form of meditation that should be taught in critical thinking courses; I argue that mindfulness meditation deriving from the Buddhist tradition satisfies the relevant criteria. I then present research from contemporary cognitive neuroscience and psychology about the benefits of mindfulness meditation as it relates to the prospects of including it in critical thinking. In 4, I consider a recent study by Noone and Hogan (2018) that suggests that mindfulness meditation does not improve a person’s ability to think critically. I argue that while the study is important, there are substantial reasons for thinking that further studies should be done, as the authors themselves conclude. In 5, I move on to the issue of how meditation can be useful for improving performance in one important area of critical thinking: mitigating stereotype threat. My focus here is on examining the hypothesis that stereotype threat effects performance in critical thinking, and that negative impacts from stereotype threat can be mitigated by meditation. In 6, I summarize my argument for including meditation into critical thinking education, and close by discussing three important objections.Cet essai avance qu’il est permissible d\u27enseigner la méditation bouddhiste de pleine conscience dans un cours de pensée critique. On pourrait objecter que la méditation de pleine conscience bouddhiste fait partie d\u27une religion que l\u27on pense être dogmatique et non critique. Cependant, je soutiens qu\u27il existe un chemin entre l\u27importance de l\u27autorégulation pour développer une bonne pensée critique et la permission d\u27inclure la méditation. Je propose trois arguments en faveur de de permettre cette inclusion: l\u27argument d\u27autorégulation, l\u27argument d’expansion par le biais des sciences cognitives et l’argument de la persistance à travers la volatilité émotionnelle. Je défends ensuite la méditation de pleine conscience comme une forme appropriée de méditation à inclure dans les cours de pensée critique