Critical and Creative Thinking
Course offerings and descriptions
(with links to recent syllabi)
Scheduled course offerings
Foundation Courses
(All required for M.A.; 601 & 602 required for certificate)
Elective Courses
Required Final Courses for M.A.
CrCrTh 692 Processes of Research and Engagement (formerly 698, Practicum) (fall)
CrCrTh 693 Action Research for Educational, Professional and Personal Change (formerly Evaluation Of Educational Change) (spring)
CrCrTh 694 Synthesis Of Theory And Practice (fall [subject to enrollment; spring)
Descriptions
Required Foundation Courses
CrCrTh 601 Critical Thinking
This course explores issues about the nature and techniques of critical thought, viewed as a way to establish a reliable basis for our claims, beliefs, and attitudes about the world. We explore multiple perspectives, placing established facts, theories, and practices in tension with alternatives to see how things could be otherwise. Views about observation and interpretation, reasoning and inference, valuing and judging, and the production of knowledge in its social context are considered. Special attention is given to translating what is learned into strategies, materials, and interventions for use in students' own educational and professional settings.
Key Text: Costa, Developing Minds
2007 fall on-line syllabus
1999 syllabus
online section; SchoenbergTagline: Applying critical thinking skills in one's professional life.
This section provides critical thinking skills that can be applied to various professions, such as education, business, nursing and many other
occupations.
CrCrTh 602 Creative Thinking
This course explores approaches to "How might we proceed when confronted by problems, situations too ambiguous, complex, or messy or impossible to be addressed directly through logical strategies?" It seeks to increase the participants' understanding of creativity, to improve their creative problem-solving skills and to enhance their ability to promote these skills in others, in a variety of educational settings. Students participate in activities designed to help develop their own creativity, and discuss the creative process from various theoretical perspectives. Readings are on such topics as creative individuals, environments that tend to enhance creative functioning, and related educational issues. Discussions with artists, scientists and others particularly involved in the creative process focus on their techniques, and on ways in which creativity can be nurtured.
Key texts: Sherkejian, Uncommon Genius, Cameron, The Artist's Way
2007 syllabus
PHIL 501 Foundations of Philosophical Thought
By discussing four or five substantive problems in philosophy -- morality, the nature of knowledge, freedom of the will, the nature of mind, and social organization -- we will attempt to derive a common approach that philosophers bring to these problems when developing their own solutions to questions such as, "How do we know what we know?" or when criticizing the solutions of other philosophers. In the course of this discussion we will consider some of the ways that substantive issues and debates in philosophy relate to contemporary non-philosophical issues in our society and can be introduced into a broad range of educational environments outside standard philosophy courses. In connection with the latter, we will examine curriculum materials and discuss questions about the ability of children and adolescents to think philosophically.
Key texts: Bowie, et al., Twenty Questions: An Introduction to Philosophy, Matthews, The Philosophy of Childhood
2006 syllabus
CCT651/PSYCH 550 Advanced Cognitive Psychology
This course offers the most up-to-date knowledge on perception, memory, imagery, and problem solving to enhance one's approach to problem-solving. It provides a survey of the field of cognitive psychology from an information-processing viewpoint. This course will consider how people encode, organize, transform and output information. Emphasis will be placed on such topics as concept formulation, problem solving, and creative thinking.
Key text(s): Reisberg, Cognition: Exploring the Science of the Mind
2007 syllabus
Substitution Option: Students who choose a specialty area of Science in a Changing World (aka, Science in Society or Environment, Science, and Society) may petition to substitute PolSci 348, Science and Public Policy or CCT 649, Scientific and Political Change for Phil 501.
Elective/Specialty area/theme Courses
Following or in conjunction with the required foundation courses, you choose three electives and can tailor your learning to your specific needs. We recommend that you identify a focused area of interest to facilitate development of in-depth knowledge and practice. From this study should emerge a question to pursue through the last three required courses.
The elective courses regularly offered specifically address four areas in which students apply critical and creative thinking skills:
- moral education (CrCrTh620, 627)
- literature and arts (CrCrTh612, 630)
- mathematics, science, and technology (CrCrTh611, 619, 640, 645,649, 650, 652) (including sub-specialties in science in society, and environment, science, and society)
- workplace and organizational change (CrCrTh616, 618).
The CrCrTh course listings in the graduate bulletin are more extensive than actually offered, given current constraints on funding in the College of Education and at U. Mass. With prior permission of the Faculty Advisor, courses offered by other Graduate Programs or up to two upper level undergraduate courses may be taken where appropriate as electives within a specialty area.
CrCrTh 611 Seminar In Critical Thinking(3 Credits)
Topic changes from year to year. Recent topics include:
Making Sense of Numbers
Current Theme: Authentic Problem Solving Using Inquiry-Based Approaches
The best way to understand the process of problem solving is to engage in it - most especially, to experience the thought, habits of mind, and actions associated with using inquiry-based approaches to tackle sticky problems in different domains.
Problem-based learning (PBL) is a powerful vehicle for conducting inquiry that simultaneously develops problem solving strategies and disciplinary knowledge bases and skills by placing individuals in the active role of problem solvers confronted with an ill-structured real world problem of their choosing. This robust, collaborative CrCrTh process is shaped and directed by students with the instructor as metacognitive coach. Students, not instructors, take primary responsibility for what is learned and how. Instructors are "guides on the side" or metacognitive coaches, raising questions that challenge students' thinking and help shape self-directed learning so that the search for meaning and understanding becomes a personal construction of the learner.
In this "thinking action" course that can be applied as an elective in all concentrations, students will use a PBL model that has been field-tested and published by the instructor to investigate interest-based "murky" problems. Corroborating strategies for inquiry and problem solving will also be incorporated into students' thinking toolboxes.
2007 syllabus
CrCrTh 612 Seminar In Creativity
This course delves deeply into the theory and practice of promoting creativity, using a specific theme, such as invention and innovation, humor, realizing creative aspirations, building creative communities, as a focus for the readings, discussions, class activities, and semester-long student projects. The course materials, which are drawn from a variety of sources to match the instructor's speciality, student interests, and evolving trends in the literature, include biographies, intellectual histories, psychological studies, educational research, the popular media, guest speakers, and outside mentors. Details for the specific semester are publicized in advance by the Program.
Theme for Fall '08: Humor. Welcome to what should be a required course in every college and university! In the process of exercising our capacity for humor, we'll delve into how it works and why it's one of our greatest survival tools. In this extremely engaging seminar students decide what's interesting to find out about humor, enlighten us with what they find out and, finally, demonstrate how they would apply this to their lives.
For the first several weeks the instructor leads an exploration of some basic tenets for understanding humor such as the nature of humor, its origins, theoretical bases and its relationship to creativity,among some ideas for consideration. Then students take the lead and, based on specific interests, work in pairs to present perspectives on humor and also individually to explore a related and/or different domain of humor. The aha /ha ha relationship is front and center in this dynamic, fun course of study!
2006 syllabus
Invention and Innovation theme for Spring '02-'04
2004 syllabus
Summer online section; Clark
Tagline: "Inside the Creative Process: Exploring Blocks and Finding
Creative Ground"
The creative process is a journey through your inner world, where sights
along the way are channeled into a product and eventually are shared with
the outer world. Because it is a process that relies on self-perceptions,
self-truths, beliefs and values, it implies that a system be in place in
order to acquire, express and ultimately share this self-knowledge. The
personal nature of this process can give rise to creative works, yet at
the same time, it can become the weight that causes a fracture in the
process. This course will examine the tensions that exist while creating
and the blocks they can give rise to. Throughout the course, students
will gain a clearer understanding of the creative individual and his/her
creative process. The course will look at some of the commonalities, both
good and bad, that occur for creative artists and explore ways to maintain
a healthy approach in your own creative process. Through the use of
reflective practice, students will learn to identify obstacles to their
creativity as well as learn a number of tools to work through such blocks.
Students will experiment with the skills that lead to meaningful creative
works and employ these skills in their daily living and creative life.
Understanding and supporting the link to your inner world will enhance
your ability to nurture your own creative spark and strengthen your
ability to sustain your creative work. By establishing a deeper awareness
of the self and incorporating this into your creative endeavors, you might
more readily fan the spark that helps kindle your creativity.
CrCrTh 616 Dialogue Processes
Genuine dialogue provides a creative space in which may emerge entirely new ways of thinking, acting, and relating to others. Holding respect for oneself, for one another, and for a commonly created pool of meaning is at the heart of such dialogue. Course participants learn and experience approaches to listening and dialogue, derived from Buber, Bohm, Isaacs, Jackins, Weissglass, and others, that allow us to become more aware of the underlying beliefs, assumptions, and emotions that limit our thinking and responding to the world. We explore applications of dialogue processes in educational, organizational, social and personal change.
Key Text(s): Isaacs, Dialogue
Winter section; Bradford
Tagline: The Dialogue Process in the tradition of Bohm and Isaacs.
Mastering the Dialogue process requires learning a variety of communication skills including a tolerance of paradox (or opposing views), the suspension of judgment and empathic listening. It also requires making the entire thought process visible, including tacit assumptions. In this process, instead of imposing our views on others, we invite others to add new dimensions to what we are thinking. We also learn to listen to the voice of the heart-our own and others--and strive to find ways to make that voice articulate.
2005 syllabus (pdf version of 2002 syllabus)
online section; Gunnlaugson
Tagline: Exploring the Transformative Practices of Dialogue in Learning
Communities & Organizations
Structured as an online learning community, the core objective of this course is to cultivate theoretical and practical knowledge of generative dialogue. Building from Bohm and Isaacs' conception of dialogue, this course will focus on Scharmer's subsequent work on generative dialogue and presencing. The course offers a range of dynamic learning spaces designed to develop our individual and collective capacities for bringing significant changes in how we think, communicate and learn together. In addition to theoretical inquiry, there are skill and capacity building exercises, coaching triads, collaborative assignments, and a real-world component where participants conduct a dialogue-based project within their own organization or community. The course will be delivered through multiple mediums including web-based audio and video files, WebCT, conference calls, phone coaching, and other possibilities that draw on students' insights, wisdom and novel ideas.
2006 syllabus
CrCrTh 618 Creative Thinking, Collaboration and Organizational Change
Through interactive, experiential sessions and structured assignments students learn critical and creative approaches to working in organizations. Skills addressed include: communication and team-building; facilitation of participation and collaboration in groups; promotion of learning from a diversity of perspectives; problem-finding and solving; and reflective practice. Students apply these skills to situations that arise in business, schools, social change groups, and other organizations with a view to taking initiative and generating constructive change.
2004 syllabus
Summer face-to-face section; Turpin/Gray, Bradford, Yanow
Fall online section; Bradford
Tag line: Build a sense of trust, teamwork and accomplishment as class members work together on a variety of creative endeavors in virtual space.
Spring online section; Clausen
Tagline: Theories and Tools for Creative Change in Organizations, Communities and the World
This course explores alternative ways of finding and leveraging emergent opportunities for change. Drawing on both traditional approaches and innovations from science concerning complexity and evolution/ecology, we look at the whole systems within which communities, organizations, teams and individuals create ideas, processes and products. We experiment collaboratively as a class on a set of challenges that face all of us, while individuals concurrently pursue personally relevant workplace or community projects.
CrCrTh 619 Biomedical Ethics
Contemporary moral conflicts in cloning, genetic technology, end of life rights, embryos and prenatal screening plus selected policy questions. Exploration of basic methods in reasoning and classic philosophical methods through critical thinking about medical ethics dilemmas. Students of all backgrounds are welcome.
CrCrTh 620 Moral Education
A comprehensive analysis of the basic issues in moral education from an
interdisciplinary perspective. Philosophical studies of the nature of morality
and the moral life will be integrated with psychological studies of moral
development and human motivation and brought to bear on issues in teaching
morality. Topics covered will include: rationality, emotion, and the moral
development of children; moral education. indoctrination; socialization,
the "hidden curriculum," and moral education. Throughout this
course theoretical insights will be applied to an examination of materials,
programs, and practices in moral education, both in schools and the wider
community.
2002 syllabus (pdf version)
CrCrTh 627 Issues In Antiracist And Multicultural
Education
The course will explore two related forms of education -- (a) antiracist
education, (b) multicultural education -- approaching them as issues in
moral and value education and exploring controversies in the theories and
practices of antiracist and multicultural education. Some specific topics
include: race and school achievement; ethnic identity and self-esteem;
racial and ethnic stereotypes; Afrocentrism; religious pluralism; multiculturalism
-- a unifying or divisive force?; antiracist and multicultural curricular
approaches. Also, some attention will be paid to sexual orientation controversies.
Key text(s): Beauboeuf-Lafontant & Augustine (eds.), Facing Racism in Education, Feinberg, Common Schools/Uncommon Identities
2001 syllabus (pdf version)
CrCrTh 630 Creativity And Criticism In Literature And Art
Expression and evaluation, freedom and discipline, creative production
and the critical response to it -- how do these dualities relate to visual
and verbal imagination as they are demonstrated in literature and the arts?
Specific strategies for eliciting imaginative work in these areas will
be demonstrated, as will specific strategies for evaluating imaginative
works. Finally, this course will focus on ways to help others (including
children) develop critical and creative skills and on ways to effectively
use strategies for eliciting and evaluating imaginative work.
Current Emphasis: The course is directed to center the student on framing the question: 'What do you want to create for yourself and your students?' - and then actualizing the product, in real life. The instructor facilitates dialogue and discussion of elements and structure used in the creative process of each of the individual class participants and in the unique products themselves.
"An understanding of the objective nature of the elements available in one's art is essential in manifesting one's inherent creative abilities." - Ben Schwendener
2007 syllabus
CrCrTh 640 Environment, Science and Society: Critical Thinking
Current and historical cases are used to examine the diverse influences that shape environmental science and politics. This exploration, in turn, leads to new questions and alternative approaches for educators, environmental professionals, and concerned citizens.
2002 syllabus.
CrCrTh 645 Biology in Society: Critical Thinking
Current and historical cases are used to examine the political, ethical, and other social dimensions of the life sciences. Close examination of developments in the life sciences can lead to questions about the social influences shaping scientists' work or its application. This, in turn, can lead to new questions and alternative approaches for educators, biologists, health professionals, and concerned citizens.
Spring 2003 syllabus.
CrCrTh646L The Gifted and Talented Student
Gifted and talented students are one of our most underserved populations of learners.This state-of-the-art course is designed for teachers, and others (curriculum coordinators, administrators, parents) responsible for meeting the special needs of high potential learners in the regular and/or special classroom and at home. A broad spectrum of contemporary views on definition, identification, and characteristics of high potential learners are explored through lively critical and creative thinking activities and discussion. Included is examination of further individual differences such as ethnicity, gender, misdiagnoses and dual diagnoses, underachievement and learning disabilities.
Creation of learning environments and curriculum and instructional strategies that motivate and challenge high potential learners of any developmental age is also a major focus. This includes problem and inquiry-based learning, creative problem solving, invention, and humor and thinking which are specializations of the instructor. The course culminates with a unique opportunity for participants to practice what they learn with small groups of gifted students who join us in class for this purpose!
Taught by Nina Greenwald,Ph.D. Specialist in Gifted Education: teacher trainer; workshop leader; keynote presenter; published author; co-founder of MAGE (Massachusetts Association for Gifted Students).
2008 syllabus
CrCrTh 649 Scientific and Political Change (formerly: Science, Technology and Public Policy)
Although relatively few Americans have backgrounds in science or engineering, they are increasingly confronted with issues that are technically complex. This course explores the resulting tensions and asks how the needs for scientific expertise and democratic control of science and technology are reconciled. The first half of the course traces the historical development of American science policy and situates this development comparatively. The second half focuses on contemporary controversies, including those over the nature of university-industry relations, patent policy, and the cases of expert/lay disagreements over risk.
2005 syllabus.
CrCrTh 650 Mathematics Thinking Skills
This course explores several types of mathematical thinking in the context of number theory, algebra, geometry, and introductory calculus, and relates them to critical and creative thinking skills. Developmental and experiential factors in learning and teaching mathematics are considered, as well as techniques for determining a learner's mathematical abilities and learning styles. Readings, discussion, research, and problem-solving are used to provide a historical context, and to suggest connections with other disciplines. Individual and small-group projects are adapted to student interests. No formal mathematical background beyond high school algebra and geometry is required.
Syllabus from Spring 2000 (pdf version)
CrCrTh 652 Children And Science
This course explores the ways children think about their natural and social world and how this affects their learning of science. We will be particularly concerned with identifying and describing the organized conceptual frameworks children have prior to instruction (which typically are different from the scientists' conceptualizations) and with understanding the general processes by which conceptual frameworks can be changed. One important question concerns in what ways children are fundamentally different learners and thinkers than adults and in what ways they are fundamentally similar.
Key text: Osborne & Freyberg, Learning in Science
2005 syllabus (2002 pdf version)
CrCrTh 670 Thinking, Learning and Computers
[not taught in recent years]
This course considers the consequences of using computers to aid our thinking, learning, communication and action in classrooms, organizations, and social interactions. Class activities acquaint students with specific computer-based tools, the ideas and research behind them, and themes for critical thinking about these ideas and tools.
Prerequisites: CrCrTh 601, or permission of instructor.
Key Text: Edwards, The Closed World
1998 syllabus
See also related computers in education syllabus
CrCrTh 696 Independent Study (1-3 Credits)
The comprehensive study of a particular topic or area of literature determined
by the student's need; the study is pursued under the guidance, and subject to
the examination, of the instructor. An application or outline of study should
be agreed by the instructor and program director before you register.
Electives may be chosen from other programs.
Related to specialty in Literature and Arts
EDC G 647, Multicultural Literature for Children and Young Adults
ENGL 611, The Teaching of Literature
ENGL 623, The Nature of Narrative
ENGL 660, Multi-ethnic literature in the United States
EDC G 647 and ENGL 611, 623, 660 have been recommended for CCT students, but a number of courses from the English Department graduate program would be suitable for CCT students specializing in Literature and Arts. Visit the English Department, 6th. floor, Wheatley for listings of courses offered in upcoming semesters, which include special one-time offerings not listed in the Graduate Catalog. Consult with the instructor to check whether the course is suitable for and open to you.
Related to specialty in Mathematics and Science
Non-CCT electives taught by a CCT instructor
PPol 753 Epidemiological Thinking & Population Health (subject to final approval)
WoSt 597 Gender, Race, and the Complexities of Science and Technology
Required Final Courses
The last three required courses -- two precapstone courses, Evaluation of Educational Change and Processes of Research and Engagement, and the capstone Synthesis Seminar -- are designed to facilitate your development as reflective practitioners in some focused area of interest, with a special emphasis on an engagement or change in education that promotes critical and creative thinking. Refer to options and rationale for pre-capstone and capstone courses.
CrCrTh 692 Processes of Research and Engagement (previously CCT698, Practicum)
In this course students identify issues in educational or other professional settings on which to focus their critical and creative thinking skills. Each student works through the different stages of research and action-from defining a manageable project to communicating findings and plans for further work. Supervision is provided when the student's research centers on new teaching practices, workshops in the community, or other kinds of engagement as an intern or volunteer. The classes run as workshops, in which students are introduced to and then practice using tools for research, writing, communicating, and supporting the work of others.
(Compared with CrCrTh 693, this course allows more exploration of your own direction and questions, especially through dialogue around written work and class presentations.)
Key Text(s): Elbow, Writing with Power
2008 syllabus
CrCrTh 693 Action Research for Educational, Professional, and Personal Change (previously Evaluation of Educational Change)
This course covers techniques for and critical thinking about the evaluation of changes in educational practices and policies in schools, organizations, and informal contexts. Topics include quantitative and qualitative methods for design and analysis, participatory design of practices and policies in a framework of action research, institutional learning, the wider reception or discounting of evaluations, and selected case studies, including those arising from semester-long student projects.
"Evaluation" does not mean assessment of students' work, but systematic evaluation of the effect of changes in educational practices and policies in schools, organizations, and informal contexts. The course uses the discipline of evaluation as part of the practice of action research. The larger issues facing a practitioner as change-agent, over and above the evaluations, cannot help but enter class discussions and your projects. Unless the educational or professional engagement/change you're concerned about has already been instituted, you will spend time designing it in conjunction with designing how you will evaluate it.
Key Text(s): Calhoun, Action Research in the Self-Renewing School, Schmuck, Practical Action Research for Change
2008 syllabus
CrCrTh 694 Synthesis Seminar (offered in the fall and spring in sections of six students)
The synthesis seminar is a structure within which to meet deadlines and get assistance in completing the written product of the synthesis project or thesis. There are many specific options for theses and syntheses, from the development of a traditional theoretical paper, to a curriculum or professional development series, to writing a business plan, to the creation of a Web Page.
Spring 2006 syllabus (Fall 02 pdf version)
CrCrTh 699 Thesis [no longer offered]
A one-semester supervised course designed to help students to complete the thesis. The thesis shall be a substantial piece of research on some facet of the thinking process as it can be applied to one of the substantive specialty areas or exemplification in a curriculum intervention. It may take the form of a theoretical paper or an empirical study. This course will be offered only when enough students are at the same point of completing their theses. As an alternative, a student completing a thesis should enroll in the synthesis seminar.