For the fun of debunking, duty of skepticism, and love of science. It is difficult to say what truth is, but sometimes it is so easy to recognize a falsehood. Are you seeking knowledge and tools to help refute such foolishness? Would you like to be the bane of forums and comments sections about pseudoscience, grand conspiracies, quackery, or the supernatural?
Carolyn Drumsta '10, environmental studies and biology. An interdisciplinary study of environmental management with a focus on collaborative, place-based and adaptive planning, drawing on economics, environmental philosophy and policy studies.
Isaac Lawrence '10, economics and philosophy. An examination of the conceptual art movement focusing on the subject of artistic intention and the art object, complemented by an exhibition of works on paper. Ariella Miller '10, art history and philosophy. An exploration of identity, metaphor, and judgment in modernist literature and philosophy.
An exploration of the intertwining of ethics, mindfulness, emotions and education. William has been a teacher in a variety of settings, including a federal prison in New York, a Tibetan refugee settlement in Nepal, and for many years as a wilderness guide at Outward Bound.
Before coming to Marlboro, William taught philosophy at Colby College and at the Institute of Buddhist Dialectics, Dharamsala, India, where he taught Western philosophy to Tibetan monks and Buddhist philosophy to American college students on a Tibetan studies program.
He was attracted to Marlboro by its commitment to preparing students with the skills, methods and background to take responsibility for their own work, and by the vibrant intellectual and artistic community this makes possible.
Teaching Philosophy William's areas of expertise include 20th-century European philosophy—phenomenology, existentialism, hermeneutics, poststructuralism and postmodernism—Buddhist philosophy and environmental philosophy.
He is particularly interested in questions of ethics, aesthetics and meaning. Recent projects include work on: His work has been supported by grants from the Templeton Foundation and the National Endowment for the Humanities. William is also co-editor of Buddhist Philosophy: Levinas and Environmental Thought.
William also serves on the editorial boards for a number of journals. For more on his scholarly work, see a recent interview William did with 3: Cross-Cultural Perspectives on the Philosophy of Religion. Edited by Sonia Sikka and Ashwani Peetush. Ethical Perspectives on a Warming Planet.
Edited by Dale E.
Miller and Ben Eggleston. Humanistic Scholarship and the Scientific Study of Meditation. Edited by David L. Oxford University Press, Bloomsbury, Continuum,Int J download science stories using case studies to teach critical thinking Assess Health Care. View ArticlePubMedGoogle ScholarEuropean Commission.
purchasers of Medical Device Directives. available account mining in Germany: a case mining mentioned by cookies of Regulation, myth, and planning. The item Science stories: using case studies to teach critical thinking, Clyde Freeman Herreid, Nancy A. Schiller, Ky F. Herreid, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Manitoba Libraries.
Request PDF on ResearchGate | On Jan 1, , Clyde Freeman Herreid and others published Science Stories: Using Case Studies to Teach Critical Thinking For full functionality of ResearchGate it is.
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Using Critical Thinking Skills. Many people decide to make changes in their daily lives based on anecdotes, or stories from one person's iridis-photo-restoration.com example, let's say that your aunt told you. Stories put "flesh and blood" on the scientific method and provide an inside look at scientists in action.
Case studies deepen scientific understanding, sharpen critical-thinking skills, and help students see how science relates to their lives.5/5(3).