Source Criticism on the Schedule: Teaching Critical Thinking (Springer Texts in Education) PDF
Preview Source Criticism on the Schedule: Teaching Critical Thinking (Springer Texts in Education)
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Anna Rosenqvist and Stefan Ekecrantz Source Criticism on the Schedule Teaching Critical Thinking Anna Rosenqvist Stenungsund, Sweden Stefan Ekecrantz Department of Education, Stockholm University, Stockholm, Stockholms Län, Sweden ISSN 2366-7672 e-ISSN 2366-7680 Springer Texts in Education ISBN 978-3-031-14335-9 e-ISBN 978-3-031-14336-6 https://doi.org/10.1007/978-3-031-14336-6 Translation from the Swedish language edition: “Källkritik på schemat- Det kritiska tänkandets didaktik” by Anna Rosenqvist and Stefan Ekecrantz, © Liber AB. 2019. Published by Liber AB. All Rights Reserved. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content. © Springer Nature Switzerland AG 2023 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface This book is aimed at teachers who teach source criticism in various contexts. The book addresses both explicit teaching content and overarching goals related to students’ critical thinking in general. There is a lot of Swedish and international literature on source criticism and critical thinking, but much less on different perspectives on how to work with this from a teacher’s perspective. This book is intended to fill such a need for both practicing teachers at various levels and teacher students. The book is divided into two separate parts that are intended to serve partly different functions. Stefan Ekecrantz has had the main responsibility for part 1. This part discusses more fundamental issues related to source criticism and critical thinking, with separate chapters on, for example, how to understand students’ (and teachers’) resistance to critical thinking from a psychological perspective. In addition, philosophical perspectives on normative values are discussed along with a concluding comment on further reading. Part 1 is structured as a kind of dialogue with the reader, a type of dialogue that the reader can use as inspiration for discussions with his or her own pupils or students. Anna Rosenqvist has had the main responsibility for part 2. This part is built around concrete examples of lesson plans and practical didactic choices. It is divided into nine different areas, and a short introduction to each chapter is followed by suggestions for lesson plans from pre-school to upper secondary school. The idea is that teachers will be able to find inspiration for their own teaching and make their own adaptations to other age groups and other subjects where necessary. Stefan Ekecrantz Anna Rosenqvist Stockholm, Sweden Stenungsund, Sweden Contents 1 Introduction Part 1 What is Critical Thinking? Between Blind Faith in Authority and Naive Scepticism What is Being Critically Analysed? Claims About “How” and “Why” “Is that Really So?” “How Do We Know—And with What Degree of Certainty?” “Could It Be Any Other Way?” Tendency Analysis Degree of Intentionality—Conscious and Unconscious Tendency Degree of Accuracy The Relationship Between Source and Question The Relationship Between Whole and Parts Credible Versus Non-credible Sources Lack of Information and Ignorance Psychological Perspectives Cognitive Dissonance and Critical Thinking Selective Source Criticism—Confirmation and Myside Bias Critical Thinking as a Quality Philosophical Perspectives Hume’s Law—Facts and Values Values First, Critical Thinking Training Second? Does Critical Thinking Have an Ideological Colour? Further Reading—Literature on Critical Thinking References 2 Introduction Part 2 Making Source-Critical Arguments Four Principles of Source Criticism Who, What, How, When and Why? Lesson Tips—Critical Reasoning Refer—Plagiarise Information Search Tools Lesson Tips–Sources and Information Search Copyright and Creative Commons Lesson Tips—Copyright The Harvard System Lesson Tips—Reference System News Consumption What Will Be News? Lesson Tips—News Consumption Credibility of News Lesson Tips—Working with the Credibility of Different Sources Objective/Subjective Source Lesson Tip—Objective/Subjective Source Wikipedia as a Source of Information How Does Wikipedia Work? Lesson Ideas—Working with Wikipedia Images and Films—What I See, I See, Right? YouTube as an Information Channel Lesson Tips—Working with YouTube Lesson Tips—Working with Images Conspiracies and Alternative Facts Conspiracy and Doomsday Theories Lesson Tips—Conspiracy and Doomsday Theories Fake News and Clickbait Lesson Tips Fake News and Clickbaits Lesson Tips—Spreading Rumours Source Criticism in Several Curricula/Single Subjects Historical Sources Lesson Ideas—Historical Sources Mathematical Sources Lesson Ideas—Mathematical Sources Search Engine Optimisation What is Search Engine Optimisation? Lesson Tips—Search Engine Optimisation Top Level Domain Lesson Tips—Top Level Domains Social Media New Situations Require New Conversations Safe Online and Social Communication Lesson Tips—Safe Online and Social Communication Final Words Research Assignment in the Form of Project Work References
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