This paper describes a grading grid (rubric) for argumentative essays consisting of three sections: requirements, content, and mechanics. The first section of the grid verifies whether the student met the minimum requirements of the assignment, e.g. not being plagiarized, being an argumentative essay, etc. The second section of the grid evaluates the content of the essay, looking at parameters concerning whether the thesis is clear, the extent to which it is supported, whether it considers any objections or possible replies, etc. (...) The third and final section of the grid evaluates the mechanics of writing, evaluating parameters like grammar, appropriate length, etc. Finally, the paper details a number of pedagogical benefits to using grading grids and details how best to employ them in the classroom. (shrink)

Parables are not frequently found in critical thinking textbooks. And, yet, because parables are relatively simple, engaging stories, they can present various principles of good reasoning and attitudes of a critical thinker in a way that is fun and accessible to the students in our classrooms. Using two well-known parables, W. K. Clifford’s Ship Owner and John Wisdom’s Invisible Gardener, I outline how parables like these can be used in the teaching of critical thinking, and what the benefits of doing (...) so are. I also argue that the religious context in which the parables were set is not a detriment to their pedagogical value but, rather, can be an added benefit. (shrink)

Parables are not frequently found in critical thinking textbooks. And, yet, because parables are relatively simple, engaging stories, they can present various principles of good reasoning and attitudes of a critical thinker in a way that is fun and accessible to the students in our classrooms. Using two well-known parables, W. K. Clifford’s Ship Owner and John Wisdom’s Invisible Gardener (as retold by Antony Flew), I outline how parables like these can be used in the teaching of critical thinking, and (...) what the benefits of doing so are. I also argue that the religious context in which the parables were set is not a detriment to their pedagogical value but, rather, can be an added benefit. (shrink)