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Alternative Teaching Strategies The Case For Critical Thinking

Teaching Sociology

Description:Teaching Sociology publishes articles, notes, and reviews intended to be helpful to the discipline's teachers. Articles range from experimental studies of teaching and learning to broad, synthetic essays on pedagogically important issues. Notes focus on specific teaching issues or techniques. The general intent is to share theoretically stimulating and practically useful information and advice with teachers. Formats include full-length articles; notes of ten pages or less; interviews, review essays; reviews of books, films, videos, and software; and conversations.

Coverage: 1973-2015 (Vol. 1, No. 1 - Vol. 43, No. 4)

Moving Wall: 2 years (What is the moving wall?)

The "moving wall" represents the time period between the last issue available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. In rare instances, a publisher has elected to have a "zero" moving wall, so their current issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.

Terms Related to the Moving Wall
Fixed walls: Journals with no new volumes being added to the archive.
Absorbed: Journals that are combined with another title.
Complete: Journals that are no longer published or that have been combined with another title.

ISSN: 0092055X

Subjects: Education, Sociology, Social Sciences

Collections: Arts & Sciences IV Collection, JSTOR Essential Collection

Developing our students' abilities to be critical is important but what does it mean to be critical? Is it just the cognitive skills of critical thinking or should it involve more radical re-examination of management knowledge and practice from a Foucauldian or Habermasian perspective? This article addresses the issue of what it is to be critical by reflecting on the development of an innovative core course for final year management students concerned with critical management issues. The first section outlines the specific educational context and the structure of the course as a whole. Then the article explains the underlying theoretical framework that was developed which identified four aspects of being critical-scepticism towards rhetoric, tradition, authority, and objectivity. The teaching material associated with this part of the course is discussed next. This looks at two real situations, one the debacle of the Taurus stock exchange system, and the other an ongoing legal case concerning racial discrimination that is being documented on the web. The article concludes with a more theoretical discussion of the relation between this particular course and critical management more generally.

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