Abstract: The recent curriculum in BC has put emphasis on the students’ higher-order learning and on the acquisition of core competencies. As such, one of the key innovation in the curriculum is to grant a central place to critical thinking as a pedagogical driver for the selection and delivery of curriculum content. A problem is that the ministry provides little guidance to teachers concerning best practices in integrating critical thinking in the classroom. SFU is in the process of creating an institute devoted to supporting students, teachers, and other education stakeholders in giving a more central place to critical thinking. This workshop will outline the structure and purpose of the institute and open a broader discussion aiming to form a clearer idea of teachers’ practical needs.
Social Studies Teachers
This session is full.
I have been assistant professor of philosophy at Simon Fraser University since 2013. My research and my teaching focus on the relationship between philosophy, science, and mathematics. In general, my methodological inclination is to tackle the relevant questions from a predominantly epistemological point of view and to make sure to rely on the hard-earned lessons from applied mathematics. You can get a good idea of what my research consists in by having a look at my recent non-technical prize-winning essay on the applicability of mathematics. I regularly teach courses in logic at different levels, critical thinking, philosophy of science, philosophy of mathematics, and decision and game theory.