Paper instructions:
Question #1: Sometimes emotions can interfere with critical thinking, and (if Scheffler is right) sometimes they can assist it, Give an example of each, and show how they work.
Question #2: How do we help students regard mistakes and surprises as educationally beneficial, and not as failures?
Question #3: What is the relationship of a disposition with a propensity to follow explicit or implicit rules?
Question #4: What does Passmore mean by critico-creative thinking? What role might it play in an expanded conception of critical thinking?
Question #5: Passmore says, “Anybody who sets out to teach his pupils to be critical must expect constantly to be embarrassed.” Do you agree or disagree, and why?