Sentences with phrase «thinking as an academic discipline»

Critical thinking as an academic discipline is based on the rules of formal logic, theory and practice of argumentation, rhetoric and scientific epistemology (a section of philosophy that deals with instruments and limitations of cognitive activity).

Not exact matches

Harvey Mudd describes its core curriculum as «an academic boot camp in the STEM disciplines — math, physics, chemistry, biology, computer science, and engineering — as well as classes in writing and critical inquiry» that it says «gives students a broad scientific foundation and the skills to think and to solve problems across disciplines.»

The bulk of academic writing in my discipline is not really writing but a collection of marks on paper put down in response to similar marks put down in response to other marks put down in response to... The authors of these texts do not have a conception of writing as an art, or of the need for the imagery, inflection, and rhythm that hold open the mind of the reader so that the thought can slip past them into his soul.

This would mean, as all academic disciplines attained the university ideal, that policy makers could not turn anywhere within the university for help in thinking about the ends which policies should subserve.

My task is to explain why I am distressed by the elimination of thought from the university, using the academic discipline of economics as my example.

Prior to the professionalization of history as a distinct academic discipline, the professors of ecclesiastical (church) history at the major Scottish universities taught a subject slightly different than that which likely comes to mind when we think of Church history today.

«I don't think I know of anyone working here who studied science policy as an academic discipline,» he notes, «although there might be some around.

Dr. Lombardi's strengths as principal at Garza ECHS include the development of a positive, collaborative school culture focused on college success, the academic empowerment of students, the implementation of a common instructional framework, and the enactment of systems - thinking for discipline, grading, scheduling and interventions.

Establish a norm that there is no such thing as a «nonacademic» class in school and that every subject, including the arts, is worthy of the thought and discipline that we associate with academic study.

Presentations at the NCTE Conference were about narrative as a way of fostering student engagement and motivation, narrative as a way to understand other people's cultures or environments, narrative as a way to create student voice, narrative as a spur to innovative thinking, narrative as a way to learn any academic discipline, narrative as a form of persuasion, narrative as a way to create personal meaning and new knowledge, narrative as an impetus for social change, narrative as a way to inspire creativity, narrative as the beginning of inquiry, narrative as an expression of imagination, narrative as a reflection on one's own process of learning, and narrative as the basis of collaboration among those with multiple perspectives.

Focus areas range from academic disciplines (K — 12 math, science, world languages, and so on) to specific programs (such as library media, guidance, or Response to Intervention) to approaches that promote deeper thinking (such as the extent to which critical thinking is embedded in a district's curriculum).