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US$15

weekly
班級

批判性和道德思維 - 思考大問題(13-15 歲)

由 94 位學習者完成
年齡 13-15
現場團體小班課程
這個每週持續進行的課程透過每週就不同主題提出棘手的問題,並指導與所有學生進行公開和尊重的討論,教授批判性思維和道德思維技能。
平均評分:
5.0
評論數量:
(136 評論)

即時視訊會議
每週 1 次
2-4 名學習者(每班)
45 分鐘

包含什麼

1 現場會議
每週上課 45 分鐘 小時
作業
每週 1 小時. Formal homework will not be assigned. However, learners are encouraged to discuss each week's lesson with parents, to broaden the learner's experience and provide more opportunity to share their ideas with others. Parents are encouraged to provide their own comments on each week's subject, as part of exposing each learner to a range of viewpoints.
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課堂經歷

英語程度 - B2+
美國 7 - 10 年級
This class teaches critical thinking and ethical thinking skills. It also encourages and teaches mature and respectful conversation with people who may disagree or hold differing opinions. Classes are limited to a maximum of 4 students, so each one has plenty of opportunity to contribute their ideas and explanations.

Each week we will discuss a new topic (see list below). As class instructor I will use short story scenarios as prompts to pose various questions, and ask the students to share their thoughts. I do not offer any answers or my own opinions - it is up to the students to consider the topic and formulate their own critical appraisal. My role is to guide them to thinking about things from different viewpoints, and to discuss it with one another in a respectful manner. 

This is an ongoing class: every week the material is new and different. Students can stay enrolled for as long as they like. Students do not require any previous knowledge for this class. This class is similar to my class "Critical and Ethical Thinking - Let's Talk About Tricky Stuff" (ages 10-12), but with more advanced topics for students in the 13-15 year age range.

Students are required to have their video on at the start of each class for identification as per Outschool rules. Students are encouraged to participate in the full class with video on, but may turn it off if they wish.

Upcoming topics, with sample questions (we cover many more during the class):

Week of Tue 11-17 February: Fantasy Logic
	• If magic were real, what rules or limits do you think it would need?
	• In fairy tales, why does a magical wish often have unintended consequences?
	• In some stories elves live a very long time, thousands of years, or even forever. What problems could this cause? How could their society work?
	• In Dungeons & Dragons, some characters have spells to bring dead people back to life. How could that change the way people think about death?
	• In Harry Potter, the wizarding world hides magic from Muggles. Do you think that’s right?
	• If powerful magical creatures existed, like dragons or unicorns, should we treat them the same way we treat endangered animals?

NOTE: I am away for Sat 22 Feb-Sat 1 March, so the next topic will be split over two weeks, with a one-week break in the middle.

Week of Tue 18-Fri 21 Feb, and Sun 2-Mon 3 Mar: Danger!
	• How do people learn about dangers?
	• Are there times when rules about safety feel unnecessary?
	• Are all dangers physical, or can ideas and emotions also be dangerous?
	• How does technology create new dangers?
	• Should a beautiful but potentially dangerous place like a cliff view be fenced off, signposted, or left natural for people to enjoy?
	• Do we learn anything worthwhile from facing danger? Or is it better to stay safe?

Week of Tue 4-Mon 10 Mar: Always Connected
	• What was life like before mobile devices and the Internet?
	• What are the pros and cons of being able to contact anyone at any time?
	• If someone doesn’t answer or get back to you, is it rude, or do they have a right to ignore messages?
	• Should people take breaks from being connected?
	• Should schools, workplaces, or public areas have rules about when people can use phones?
	• Should celebrities or politicians be expected to be reachable and respond to the public?

Week of Tue 11-Mon 17 Mar: Migration
	• What difficulties might people face when moving to a new place?
	• How might a country change when lots of new people arrive from different cultures?
	• Is the mixing and blending of cultures through migration good or bad?
	• Why do some people worry about migration? Are those worries fair?
	• Should people have the right to move to any country they want?
	• What do you think a fair immigration system should look like?

Week of Tue 18-Mon 24 Mar: NO CLASSES: I am taking a trip this week.

Week of Tue 25-Mon 31 Mar: [topic to be announced]

Following weeks will be a new topic every week (updated here regularly).

學習目標

Students will learn:
How to think about a question from multiple points of view.
How to consider external factors that might affect someone's opinions on various topics.
How to expand their thoughts on a topic to recognise things they might not have considered.
How to recognise ethical questions and understand that people weight their responses differently, resulting in different opinions.

其他詳情

父母的引導和規範
Some of the topics discussed may raise ethical dilemmas or controversies which parents may have strong views about. I never attempt to instruct students what is the "right" answer. Rather, the class is designed to show students that often there is no one "right" answer - what different people believe depends on their background, and that negotiation and compromise may be necessary. If parents have strong views on any particular topic that arises, I encourage them to discuss that topic with their children after the class. Specific topics that will NOT be discussed in this course: romantic relationships, sex.
外部資源
學習者無需使用標準 Outschool 工具以外的任何應用程式或網站。

認識老師

已加入 January, 2021
5.0
136評論
教師檔案
教師專業知識和證書
博士學位 在 科學 從 University of Sydney
學士學位 在 科學 從 University of Sydney
I am a trained and authorised teacher of Primary Ethics in the New South Wales government education system. I have been teaching Ethics face-to-face with students aged 7-12 since 2017. The curriculum covers both ethical and critical thinking.
I have also been visiting schools to teach science topics to K-6 grade children (ages 5-12) since 2012.

評論



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