Critical Thinking: What is it to be a Critical Thinker?

Know the Facts: A WPA (Works Progress Administration, part of the New Deal) poster, imploring the public to develop critical thinking skills. Circa late 1930-early 1940s.

Author: Carolina Flores Categories: Logic and Reasoning, Philosophy of Education, Epistemology, or Theory of Knowledge Word count: 997 We often urge others to think critically. What does that really mean? How can we think critically? This essay presents a general account of what it is to be a critical thinker and outlines both traditional and … Continue reading Critical Thinking: What is it to be a Critical Thinker?

African American Existentialism: DuBois, Locke, Thurman, and King

W.E.B. DuBois, Alain Locke, Howard Thurman, and Martin Luther King, Jr.

Author: Anthony Sean Neal Category: African American Philosophy, Phenomenology and Existentialism, Historical Philosophy, Philosophy of Education, Philosophy of Race, Ethics Word Count: 996 Race today is often presented as a social construct. But social constructions, as Black people know all too well, can create real existential crises. Philosophers of the Black Experience[1] writing during the … Continue reading African American Existentialism: DuBois, Locke, Thurman, and King

Mary Astell’s “A Serious Proposal to the Ladies” (1694)

Mary Astell’s “A Serious Proposal to the Ladies” (1694)

Author:  Simone Webb Category: Historical Philosophy, Philosophy of Sex and Gender, Social and Political Philosophy, Ethics, Philosophy of Education Word Count:  978 Mary Wollstonecraft (1759-1797) is established in the popular imagination as the “first feminist,” but another philosopher provided a systematic analysis of women’s subjugated condition and a call for female education nearly a century before … Continue reading Mary Astell’s “A Serious Proposal to the Ladies” (1694)

Ethics and “Extra Credit”

Author: Nathan Nobis Category: Ethics, Philosophy of Education Word count: 995 Grades on assignments and tests are reliable, yet imperfect, indicators of students’ knowledge and understanding of a subject matter. Overall course grades are also often influenced by students’ complying with class procedures: e.g., if attendance and participation are required, then students who rarely attend … Continue reading Ethics and “Extra Credit”