The CCT Program will offer core courses and electives this Winter and Spring. Spaces in graduate classes are given on a first-come first-serve basis to continuing and then to newly admitted matriculated students. Non-degree students can register for classes shortly before the new term begins on a space available basis and are encouraged to take CRCRTH 601, Critical Thinking as an introduction to the Program, unless otherwise advised by the Director.

CRCRTH 616 The DIALOG Process

CRCRTH 685 Educational Evaluation*

4:00 - 6:30 PM

CRCRTH 611 Seminar in Critical Thinking: Science in Society

6:45 - 9:15 PM

Tuesday

CRCRTH 601 Critical Thinking*

6:45 - 9:30 PM

Wednesday

PSYCH 650 Cognitive Psychology*

6:45 - 9:15 PM

Thursday

CRCRTH 620 Moral Education

4:00 - 6:30 PM

CRCRTH 695 Synthesis Seminar*

4:00 - 6:30 PM

*Required Courses

Students are asked to plan their programs carefully so that the Practicum and Educational Evaluation are completed before the Synthesis Seminar. Students are encouraged to look for electives across GCOE Programs, and are required to have their elective choices approved by their advisor prior to enrolling.

Please note that a maximum of 6 graduate credits may be transfered from other institutions.

This year CCT will offer a course in the Winter Session, CRCRTH 616,

The DIALOG Process.

Instructor - Allan Bradford, 3 credits 6:00PM - 9:00PM

Dates of class: January 11-14, 19-22, 25-28 (Since 1/18 is Martin Luther KIng Day, classes the second week will be Tuesday through Friday. The two other Fridays are snow days).

Call Continuing Education (287-7916)

Genuine dialogue, as meant here, is a frequently sought, rarely found experience of "elemental togetherness" (Martin Buber). Dialogue provides the creative space in which entirely new ways of thinking and acting may emerge. Holding respect for oneself, for one another, and for a commonly created pool of meaning is at the heart of this dialogue. Course participants explore and experience a dialogue process that derives in part from Buber, physicist David Bohm, and William Isaacs of the MIT Dialogue Project. The course provides a context for tapping into more coherent levels of meaning and intelligence. Through becoming aware of the underlying beliefs and assumptions limit out thinking and responding to the world, we can, in a spirit of compassionate, non-judgemental inquiry and self-expression, open to the profound, generative and creative resources of what Bohm calls the "unified field" of being.

Instructors - Arthur Millman, Peter Taylor, 3 credits Tuesday 6:45-9:30 PM

This course explores issues about the nature and techniques of critical thought, viewed as a way of thinking aimed at minimizing error and irrationality in our beliefs and attitudes. Views about observation and interpretation, reasoning and inference, and valuing and judging are all considered in this general context, with special reference to questions about how we can help others to do these things well, in a variety of educational settings.

Instructor - Peter Taylor, 3 credits Monday 6:45-9:15 PM

The participants in this seminar engage in critical thinking about the diverse influences shaping the life sciences. We interpret episodes in science, past and present, in light of scientists’ historical location, economic and political interests, use of language, and ideas about causality and responsibility. You address the course material on a number of levels: as an opportunity to learn the science and interpretive approaches; as models for our own teaching; and as a basis for discussions about practices and philosophies of education, construed broadly as a project of stimulating greater citizen involvement in scientific debates.

Instructor - Diane Moore, 3 credits Thursday 4:00-6:30 PM

This course involves a comprehensive analysis of the basic issues in moral education from an interdisciplinary perspective. Philosophical studies of the nature of morality and the moral development and human motivation and brought to bear on issues in teaching morality, especially in elementary and secondary schools, in a democratic society. Topics include rationality, emotion, and motivation in moral action; the moral life and the aims of moral education; the moral development of children; moral education versus indoctrination; socialization; the "hidden curriculum"; and moral education. Throughout this course theoretical insights are applied to an examination of materials, programs, and practices in moral education, both in schools and the wider community.

Instructor - Peter Taylor, 3 credits Monday 4:00-6:30 PM

Techniques for and critical thinking about the evaluation of changes in practices and policies of education in schools, organizations, and informal contexts. Topics include quantitative and qualitative methods for design and analysis, participatory design of changes in practices and policies, institutional learning, the wider reception or discounting of evaluations, and selected case studies, including those arising from semester-long student projects.

Instructor - Delores Gallo, 3 credits Thursday 4:00-6:30 PM

This seminar provides participants with an opportunity to review and reflect on their work in the program and its impact on their current and future professional and personal lives, through a final project that demonstrates knowledge and integration of critical and creative thinking skills, processes, and strategies. To facilitate the synthesis of ideas and the identification of a final project option, the seminar begins with group experiences. Students choosing the same final project option meet in small groups weekly to present their plans and progress notes for support and critique. A three-page final project description is presented early in the course, and all projects are presented during the last four weeks.

By arrangement, 1-3 credits

This course involves the comprehensive study of a particular topic or area of literature determined by the student’s need; the study is pursued under the guidance, and subject to the examination, of the instructor. An application or outline of study should be submitted to the instructor by the end of the semester previous to that in which this course is to be taken.

Instructor - Staff, 3 credits Wednesday 6:45-9:15 PM

This course gives a survey of the field of cognitive psychology from an information-processing viewpoint. This course considers how people encode, organize, transform, and output information. Emphasis is given to such topics as concept formation, problem-solving, and creative thinking.

Continuing students can register for courses using the telephone registration system. The graduate school will mail out Personal Identification Numbers (PINs) allowing you to register for the coming semester. The telephone registration will be turned on November 30, 1998. The beginning date for graduate students to access the system will be staggered from November 30 through December 4, based on the students’ degree credits, so by December 4 all eligible continuing graduate students will be able to register by telephone for the Spring 1999 semester. Students must initiate their registration by December 11 in order to avoid the $50.00 late registration fee, although they may continue to access the system to make changes until the end of their access period.

Winter Session classes are offered through Continuing Education. To register for CRCRTH 616, call 287-7916 with your pin number by November 30, 1998.

Graduate Students who plan to continue graduate study at the University but are not registering for courses in a given semester must maintain their active status by filling out a program fee form (available in the Graduate Admissions and Records Office) and paying a $90.00 fee to the Graduate Admissions and Records Office. This fee is due at the end of the Add/Drop period. Those who allow active status to lapse and then seek to return at a later date are liable for all accumulated fees and will be required to apply for re-admission. Students taking a leave of absence (for any reason) must also pay the program fee to remain enrolled as an active graduate student at the University.

Students new to the program should meet with the Graduate Director to plan their courses. Continuing students should meet with either Peter Taylor or Delores Gallo to discuss their progress through the Program. All students are encouraged to fill-out the attached Program Planning Form to clarify goals and to facilitate an efficient advising conversation.

Spring Semester 1999 Academic Calendar

*Final exams are delayed one day to avoid conflicting with Shuvuot (Jewish Pentacost)

CRCRTH 601 Critical Thinking

CRCRTH ?? BioMedical Ethics

Required Courses are offered at least once each year.

(spring/summer) (fall)

Philosophical Thought (spring)

(fall)

(fall)

(spring)

(spring, sometimes in the fall)

(by arrangement)

Specialty area courses and other electives are offered at least once every two years.

CRCRTH 620 Moral Education (spring)

CRCRTH 630 Literature and the Arts (fall)

CRCRTH 652 Children and Science (fall)

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Use this sheet to indicate when you have completed or anticipate taking courses over no longer than four academic years.