Fostering Scholarly Discussion and Critical Thinking in the Political Science Classroom

Autor/in	Marks, Michael P.
Titel	Fostering Scholarly Discussion and Critical Thinking in the Political Science Classroom
Quelle	In: Journal of Political Science Education, 4 (2008) 2, S.205-224 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
Schlagwörter	Political Science; Critical Thinking; Thinking Skills; College Students; Discussion (Teaching Technique); Political Issues; Inquiry; Sociology; Teaching Methods; Classroom Techniques; Economics; Psychology; Case Studies; Simulation; Philosophy; Social Theories + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Kritisches Denken; Denkfähigkeit; Collegestudent; Politischer Faktor; Soziologie; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Volkswirtschaftslehre; Psychologie; Case study; Fallstudie; Case Study; Simulation program; Simulationsprogramm; Philosophie; Gesellschaftstheorie
Abstract	This article suggests strategies for promoting scholarly discussion and critical thinking in political science classes. When scholars study politics they are engaged in an investigation into the dynamics of governance, not a debate over personal political beliefs. The problem with a politicized classroom is that it gives students a false impression of what constitutes the study of politics and the discipline of political science. Discussion in political science classes should not be drearily dull affairs centered on dry topics that put students to sleep and dampen their interest in politics. However, neither does classroom discussion have to rely on appeals to personally held political convictions to spark students' interest. Exciting and lively classroom discussion can be had by emphasizing the dynamic theoretical debates and empirical investigations that are a part of the discipline of political science. (Contains 12 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10