Teaching an Applied Critical Thinking Course: How Applied Can We Get? E

Teaching an Applied Critical Thinking Course: How Applied Can We Get? ABSTRACT: Encouraging students to apply classroom knowledge in their personal, everyday life is a major problem confronting many teachers of critical thinking. For example, while a student might recognize an ad hominem argument in a classroom exercise, it is quite another thing for him or her to avoid the same in interpersonal relations, say with parents, siblings, and peers. One approach to this problem is the creation of interaction software to which students can turn for input on the rationality of their own thinking. Students can then speak to computers rather than instructors about their private lives without having to share confidential information with any other human being, yet still receive relevant feedback. I discuss software technology that actually performs this function. The software in question is an interactive, artificial intelligence program that checks beliefs for faulty thinking ("fallacies"), including inductive and deductive errors. The system "scans" student es says for possible fallacies; asks questions at relevant junctions; provides individualized feedback on fallacies committed; provides summaries of fallacies found; diagnoses thinking problems; issues recommendations; and provides other pertinent information. The current movement in "applied philosophy" has helped to re-awaken the Socratic notion that philosophy is a way of living and not merely an academic pursuit. The crux of this movement has been that philosophical theories and methods can make valuable contributions to practical life problems. One very visible area of applied philosophy has been that of ethics. Thus, applied ethics today includes applications of philosoph... ... of fallacy commission in each of the five groups of fallacies addressed in the course. In a sample of about 150 community college students, the mean total score on the PLAI pre-test was 132.543, whereas the total mean score on the post-test was 113.647 indicating a overall improvement (across all five fallacy categories) of 18.896. CONCLUSION While, at this juncture, more data needs to be collected and its significance evaluated, there is reason to think that instructors of critical thinking can, with the assistance of computer technology such as that summarized above, effectively narrow the gap between classroom and students' "external" world. Without undue invasions of students' privacy, instructors can oversee and assess their students efforts in applying critical thinking to personal living. And they can do this without ever having to leave the classroom!

Whichever definition one may opt to use, it is clear that a crime is a vice

A crime is an act or an omission which contravenes the laid down rules of a given country. (Jones, 2008) This then follows a punishment imposed by the same law which has been contravened. Crime can also be defined as a disruption of the normal social order in the society. (David, 2005)Whichever definition one may opt to use, it is clear that a crime is a vice in the society and all measures must be taken to contain the same.   Having defined what constitutes a crime, the next question that comes into our minds is, why do people engage in crime?   Of what benefits is it to be involved in criminal activities?   This paper takes an in-depth look as to the various reasons why people involve themselves in crime.   Most importantly this paper shall focus on how exactly an individual gets into crime and basically the pathway to crime.A random survey was taken in 1997 from the streets and separate criminals were asked why they opted to engage themselves in criminal activities.   So me said they did it due to desperation and lack of money, others said they found it being an easy way of getting money without tiring.To others criminal activities were a means by which they earned their living while to others they did it out of stress and depression.   To some others they were pressured and influenced by their peers and before they realized it they were already in crime.   To some people crime was a way of avenging themselves against people who have wronged them. (David, 2005)As already mentioned individuals engage in crime for several reasons.   Some individuals will therefore get out of crime if the factor that is catalyzing their involvement in criminal activities ceases to exist.For instance if a person engages in crime due to stress and depression, if the depression is dealt with medically or otherwise it consequently mean that the particular individual will no longer continue in crime as the factor that was influencing his/her involvement in crime no lo nger exists.It is surprising however to note that not every criminal will get out of criminal activities even when the factor that was influencing his criminal activities ceases to exist.   This one therefore means that there are people who are life course offenders and will always be involved in crime regardless of their situation.This in essence means that there are two categories of people. These are the desisters also known as adolescent-limited offenders and persisters also known as life course persistent offenders.   It is important to differentiate these two groups so as to know how to deal with each. Adolescent limited offenders as the phrase suggests have their criminal activities limited to the adolescent age.This is the age bracket after which they quite engagement in criminal activities.   Adolescent limited offenders do not extend their criminal activities into adulthood. (Jones, 2008) Psychologists have confirmed that most youth engage in a lot of antisocial beha vior during their adolescence.   This however fades as they continue to mature.On the other hand life course persistent offenders demonstrate antisocial behavior however mild from childhood all the way to adulthood. (Jones, 2008) These two groups must therefore be dealt with differently. In dealing with desisters it is important that they are made aware of the consequences of their actions and guided so that they may reform.Psychologists also indicate that parents of desisters and the society at large should be cautious so as not to brand them as criminals as this may have a psychological impact on them. It is also important to keep warning them and eventually they will become law abiding citizens.It is very vital to identify the life course offenders or the persisters early enough so as to be able to deal with them effectively. There are various ways of dealing with this group which include: institutional training, finding a job for them to do so that they may not be idle. Occasi onally these offenders may go for counseling or be put on probation as a correctional method.In conclusion therefore it is important to identify and differentiate the two types of criminals that there are in order to deal with them effectively.BibliographyFarrington David P (2005) Integrated Development and Life Course Theories of Offending London, Transaction PublishersJones David (2008) Understanding criminal behavior: Psychosocial approaches to criminality, New York, William Publishing

Popular Cliches Explained for ESL Students

A cliche is a common phrase that has been overused. In general, cliches are to be avoided. In reality, they are not avoided - thats why they are cliches! Understanding popular cliches is especially important for English learners because they provide a deeper understanding of set phrases - or chunks of language. You might hear movie stars or politicians using cliches. Theyre phrases everybody understands.   10 Popular Cliches The writing on the wall   Something that is about to happen, something that is obviousCant you see the writing on the wall! You need to get out of that business.To pull an all-nighter   To study or work all nightWe had to pull an all-nighter to get the work finished on time.Pearls of wisdom   Wise words or adviceIm not really interested in his pearls of wisdom. He lived in a different period.Too much of a good thing   Generally used when saying thats impossible to be too happy, or luckyEnjoy it! You cant have too much of a good thing.Fit as a fiddle   To be ready and ableIm fit as a fiddle. Lets do this thing!Curiosity killed the cat   Dont be too inquisitive, it can be dangerous!Remember curiosity killed the cat. You should just forget about it.Dont do as I do, do as I say.   Used when someone points out that you are being hypocritical (doing one thing while insisting that others do that thing differently)Stop talking back! Dont do as I do, do as I say!Let sleeping dog s lie   Dont look into (investigate) something that was troublesome in the past, but in which people are not currently interestedId let sleeping dogs lie and not re-open the investigation into the crime.A cat has nine lives   Someone might be having problems now, but there are many chances to do well or succeedHis career reminds that a cat has nine lives!Moment of truth   The moment in which something important will be shown or decidedIts the moment of truth. Either well get the contract or we wont. Where Can I Find Cliches? These chunks of language known as cliches are found everywhere: in letters, in films, in articles, in conversation. However, cliches are most often used in conversation.   Should I Use Cliches? A good rule of thumb for English learners is to understand a variety of popular cliches, but not necessarily use them actively. Many times the use of a cliche signals fluency, but often cliches are considered inappropriate or unoriginal. On the other hand, if a native speaker  uses a cliche you will understand!  Ã‚   The Difference Between an Idiom and a Cliche An idiom is a phrase that means something else than the literal words. Idioms always have figurative, not literal meanings. Literal Meaning exactly what the words sayFigurative Having a different meaning than what the words say Two Idioms To get under someones skin To bother someoneShes getting under my skin these days!No spring chicken Not youngToms no spring chicken. Hes almost 70! Two Cliches A cliche is a phase which is considered overused (used too often) which can be literal or figurative in meaning. Here are some examples: The good old days / literal In the past when things were betterI remember my years at college. Yes, those were the good old days.Tip of the iceberg / figurative Only the beginning, or just a small percentageThe problems we are seeing are just the tip of the iceberg.