Critical thinking seminars

Access and Inclusion Jump to content Jump to Navigation. In the politics course Family Ties, intellectual references fly fast and furiously.

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John Locke. Toni Morrison. Alexis de Tocqueville. Simone de Beauvoir.

As such, rather than addressing the question of whether or not Shakespeare was gay, this critical thinking seminar will think of what Shakespearean texts have to say about queerness, and how queer theory engages with Shakespeare. We will interrogate various factors — power, triangulation, identity reproduction — that prick out the realms of the queer in Shakespeare.

Readings will include plays, poems, films, and theory. Course Description: In this seminar, you will get a historical perspective on the world of warfare. You will begin by looking at various constituents of military enterprises — military labour, war-animals, and technology.

Next, you will explore more theoretical issues like military orientalism, gendered military roles, anti-war politics, war-propaganda, and the making of martial cultures. Finally, you will unravel the relationship of war with state-formation, natural environment, and society at large. Course Description: Can the media really be objective?

Evaluate Effectiveness of Freshman Seminars

This seminar critically examines the media and the women and men who populate the media landscape. It analyses the principles of journalism, media law, the place of the journalist in society and how the media covers or fails to cover major issues. The course will be a mix of class discussions and seminars with guest speakers who will explore specific topics. Course Description: The language of moving images and synchronous sounds have empowered the art form called Cinema to establish itself as the most powerful foundation of contemporary popular culture across the world.

Despite its enormous dependence on technology, cinema has allowed peoples from diverse backgrounds to partake in its expressive force and communicate with ease across national borders. Who were these filmmakers and what were the stories they narrated? Why did certain forms of expression prevail over others?

And how did this art form subvert conservative tenets of the establishment to constantly lead modern culture from the front? Course Description: The seminar aims to look at a few key figures who have had a vivid historical presence as also a rich and diverse afterlife across Asia.


Apart from the historical sources that throw light on the history and memory of such figures, the seminar will involve analysing literature and films in order to gain insights into memory formation and memorialization. We will explore whether these terms are even applicable to India.


Apart from the substance, the focus will be on improving reading and writing skills. Course Description: One of the most striking features of modern Asia has been the rapid emergence of China and the reversal of alliances. This course will follow the evolution of East Asia from the end of the Vietnam War to the rise of China and the new Sino-American rivalry.

Theory to Practice: Teaching Critical Thinking

Students will have the chance to examine a personal perspective of the the power shift in the region. Course Description: Communicating, negotiating, and engaging across diverse social and cultural settings requires intentional understanding and practice. In this course, we will discuss the application and evaluation of cross-cultural communication theories, develop an enhanced awareness of our own social and cultural backgrounds, and understand how personal experiences and biases impact intercultural communication.

Through class discussions, readings, audio-visual resources, experiential activities, this course aims to challenge our previous notions of communication while learning the critical thinking skills necessary for effective communication across cultures.

Course Description: 'Flaneur' in French is a person who walks around a city, studying it, listening to it, and discovering it. What kind of writing do cities inspire? How to become a flaneur or flaneuse yourself -- if you aren't already one? Take this course to find out. Course Description:This course introduces what it means to think like a psychologist. We will focus on the nature of evidence from which we construct psychological theories, and the inferential errors we make when faced with these evidence.

Furthermore, there will be a constant effort to underscore how these issues remain deeply relevant today and thereby introduce students to currents debates as well.

Training Content

Course Description: South Asia provides us with an archive that is exceptionally useful for tracking the changes that colonialism ushers in and changes in the field of studying culture because of a combination of many factors. Every major phase in the development of anthropology and every anthropological theory has had its lively encounter and engagement in and through South Asian ethnographies.

As you can tell from the title of this post, they were debating and Socratic Seminars. The first thing I did was deliver a presentation on literary theory. This gave students an overview of new criticism, reader response, new historicism, feminism and Marxism. I know, and they know, that they will not be writing a series of paragraphs on these in their HSC essay!

First-year seminars tap critical-thinking skills.

After that presentation, I wrote up on the board the two debates to be held the next lesson, and they chose which theories they wanted to represent. See the image below for my the two debate topics and ugly outline of how the debates would be structured. He took his role very seriously, and even came up with some guidelines for the debate and his own scoring system. The class were really surprised with his very effective adjudicating style, and equally surprised by the outcomes of the two debates! I took notes throughout the debates — the kids had so much to say! I used this, plus the new rules for Philosothon Communities of Inquiry, to design the Socratic Seminar process for my students. The first thing I did was put my students into teams based on ability this was determined by assessment marks and my knowledge of each student and allocated each team an academic reading on Henry IV: Part 1. Students were then asked to read the article highlight and annotate as they go and then come up with one inquiry question they wanted to discuss with their team.

You can see the name of one of the articles and the student inquiry questions below:. Oh, I also forgot to say that each student had to add a five point summary of the article plus their three favourite quotes to a Google Doc in our Team Drive — they did this well too!