Richard Paul's* model for discussion is useful when you want students to work in groups and begin to think critically.

1. The belief, statement, or conclusion is the beginning point.

2. Next, examine the origin or source of the statement by answering the question, "How did you come to believe that?"

3. What support, reasons, evidence, and assumptions are involved in that statement or belief? To figure this out, questions might be posed, such as, "How do you know? Are you assuming that ...? Is this a good or valid or substantiated assumption? What evidence do you have? Why is that relevant? How do you know your evidence is true? How are you conceiving of and thinking about the issue? Why?"

4. Consider conflicts with other thoughts and answers to objections. Relevant questions might include: "How would you answer someone who said...? What might these people say? How could someone else look at this? Why? Why do you think your way of looking at it is better?"

5. Think through the possible implications and consequences of your conclusion. "Are you implying that...? If that's true, then what else must be true? How would we put that into action? What happens when you act on that belief?"

For Practice: Decide on a Statement or Question

Devise your own statement or question to discuss with your group, or choose from among those listed below. Feel free to alter the question to fit the group's interests.

Process:

Refer to "A Model for Discussion", by R. Paul, as you discuss the statement or question your group has chosen.

In your group, assign participants the following roles:

Recorder - writes down group's ideas.

Reporter - reports ideas to group at end.

Facilitator/Leader - makes sure everyone understands the assignment, is included and involved.

Timekeeper - keeps everyone aware of how much time is left. (With students, this might be a "Monitor" who takes care of all the files and paperwork.)

Example Statements or Questions:

1. Decide on a simile characterizing teaching. "Teaching is like ...". Why?

2a. A liberal arts education is (or is not) compatible with applied learning (knowledge gained for use in workplace).

Or - 2b. "How should the intellectual, civic, moral, technical, physical, spiritual, artistic, and affective dimensions of education be related to one another?" (Adapted from Amélie Rorty, Philosophers on Education)

3. What are the implications of the statement that a consumer mentality is affecting educational environments?

4. Discuss the factor of engagement in learning. Do you think there are any limits to what teachers ought to do to engage students? If so, how would you articulate the boundaries? If not, why not? As a group, can you agree on any guidelines to follow?

5. What is the difference between a student-centered and a teacher-centered classroom?

6. What is active learning? Is active learning synonymous with the use of multi-media? What is the role, if any, of movement in active learning?

Note: What other questions do you consider are significant and relevant to education? Send them in to Lewin@sbcc.net. They may appear on this page in due time.

*Richard Paul is the Director of the Center for Critical Thinking, The Critical Thinking Community, at Sonoma State University.