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The document provides guidance on planning and writing an essay to assess the contribution of Marxism to understanding the role of education. It suggests including: - An overview of key Marxist ideas from theorists like Marx, Althusser, and Bowles and Gintis on how education maintains ruling class ideology. - Evaluation of studies by Willis, functionalists, feminist theorists, and postmodernists that both support and critique Marxist perspectives on the role of class in education. - A conclusion that summarizes how Marxism contributed to understanding education's role while acknowledging what aspects it does not fully consider according to other theoretical viewpoints.
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John Mathias
Critical thinking is frequently used to describe how social workers ought to reason. But how well has
this concept helped us to develop a normative description of what it means to think like a social
worker? This critical review mines the literature on critical thinking for insight into the kinds of
thinking social work scholars consider important. Analysis indicates that critical thinking in social
work is generally treated as a form of practical reasoning. Further, epistemological disagreements
divide 2 distinct proposals for how practical reasoning in social work should proceed. Although
these disagreements have received little attention in the literature, they have important implications
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In 1991 John Seelig argued that the concept of critical thinking was the best way to answer the
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American social work. Other authors began to promote critical thinking in social work at
approximately the same time (Gambrill, 1990; Gibbs, 1991; Witkin, 1990), and the term caught
on quickly. In 1992 the Council on Social Work Education (CSWE) began requiring that
baccalaureate and master’s programs teach students to “apply critical thinking skills” in profess-
ional social work practice (CSWE, 1992a, 1992b, as quoted in Gambrill & Gibbs, 1995, p. 194;
Huff, 2000, p. 400). More recently, the CSWE’s Educational Policy and Accreditation
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work (BSW) and master’s of social work (MSW) programs should cultivate in their students,
presenting a guiding description of the concept that emphasizes “principles of logic, scientific
inquiry, and reasoned discernment” (CSWE, 2008; see Figure 1). Thus critical thinking has
become a major goal of every social work curriculum in the country.
However, as Deal and Pittman (2009) pointed out, the scholarly literature on critical thinking
in social work is still quite spare. We know very little about whether or how social work
education teaches students to think critically, let alone the extent to which such education affects
Accepted: January 2014
John Mathias is a doctoral candidate at the University of Michigan.
Address correspondence to John Mathias, University of Michigan, 3704 School of Social Work Building, 1080 South
University Ave., Ann Arbor, MI 48109, USA. E-mail: [email protected]
1 In the literature on critical thinking, both in social work and more broadly, the terms thinking and reasoning are used
interchangeably. Although I recognize that distinguishing these two processes is helpful in many contexts, I follow that
convention here.
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1) The scope and diversity of psychology as a discipline.
2) How psychologists working from different philosophical and theoretical perspectives make different
contributions to our understanding of particular psychological topics.
Skills:
After completing this assignment, you will be able to:
1) Assess the strengths and weaknesses of various explanations for your topic.
2) Explain how the Integration and/or competition between explanations from various perspectives helps
psychology advance our understanding of human behavior and mental processing.
YOUR TASK:
Your task is to select ONE psychological topic you find particularly interesting. This may be a topic we have covered in
the course or a psychological topic we have not covered. You will then examine this topic from three different
philosophical or theoretical perspectives within psychology. For example, you could examine your topic from any of the
following philosophical perspectives: physiological, behavioral, cognitive, social, humanistic, evolutionary,
psychoanalytic, etc). Alternatively, you could opt to examine your topic more specifically using three different theories,
which may or may not differ in their philosophical perspectives. For example, imagine that you choose “bullying” as
your topic. You could examine how bullying is explained from a biological, behavioral, and social perspective (three
different philosophical perspectives). Alternatively, you could choose to examine how three different theories attempt
to explain bullying. Two of these theories might be theories from a “social” perspective and one might be a theory from
a “biological” perspective.
In either case, you must utilize and cite original sources for those perspectives in your analysis/discussion. This means
that you must research your topic to find three different explanations for your topic. Your analysis cannot be based on
personal opinion alone.
Write-up: Your write-up should begin with a general overview of your topic and the reasons why it is particularly
interesting or relevant to you. This introduction should be followed by an analysis of your topic from three different
philosophical or theoretical perspectives. Your analysis should demonstrate a general understanding of your topic and
the fundamental principles used by each philosophical or theoretical perspective to explain that topic (using at least
three academic sources outside of your textbook as source material). In addition, you should discuss whether the
explanations offered by the different perspectives are complimentary to one another or contradict one another. Finally,
your analysis should include your own personal reflection of these perspectives and an informed assessment of what
you see as the strengths and weaknesses of each based on your research of them.
THE CRITERIA:
Review the grading criteria for this .
In this task, you are required to discuss two articles from differen.docx
In this task, you are required to discuss two articles from different disciplines in the humanities that address the same general topic area – for example, two articles that address issues faced by international students in Australia, one from a media and communications perspective and one from a ‘political’, or ‘education’ perspective. You will be provided with a choice of articles on Moodle.
Your discussion will focus on how the articles define an academic problem, what kind of conclusion they reach, how they make claims, what kind of evidence – the different types of sources (primary, secondary, and tertiary) each of the articles uses – and how they present this evidence. As it is a comparative analysis, it is important that you
look for differences
between the articles and assess these differences according to principles of academic research and writing.
You will need to
provide specific and detailed examples
from the two articles, and refer to other research texts to support your own claims. You will also use additional articles in the field of academic writing to support your argument.
Follow the 4 Questions
Q1. Each articles’ approaches towards problem
Q2. Differences in conclusion
Q3. How did they prove their point/ what evidence they had to support
Q4. Their differences in presentation
...
SociologyExchange.co.uk Shared Resource
This document provides an overview of key sociological theories and research methods that students should already be familiar with from prior coursework. It includes:
1) A list of modern and postmodern sociological theories like functionalism, Marxism, interpretivism, feminism, and postmodernism that students need a deeper understanding of.
2) Sample exam questions that could require assessing these theories in relation to topics like modernity, social policy, or objectivity in research.
3) An activity prompting students to review and demonstrate their knowledge of functionalism, Marxism, and key concepts from each.
4) A list of important research methods and considerations that students should already understand
Approaches to the study of ideology l1
The document discusses different approaches to defining and studying ideology. It explores socio-scientific and critical approaches, comparing thinkers like Destutt de Tracy and Karl Mannheim to Marx and Gramsci. It examines how ideologies function to mobilize groups, legitimate power structures, and represent social classes. Students are tasked with considering these various conceptions of ideology and deciding which meanings they agree with most.
How to approach essays on political ideology
This document provides guidance for students studying political ideologies for the Edexcel A2 exam. It advises students to start by understanding what each ideology believes about human nature, as this informs their other views. It also recommends learning the core themes of each ideology and being able to explain why adherents believe in each theme. Finally, the document stresses the importance of understanding the similarities and differences between branches and sub-branches of each ideology, as exam questions often require distinguishing between different strands of thought. Mastering these concepts is challenging but rewarding for comprehending political systems and theories.
PGR_Theories and Concepts
This document discusses the role and importance of theory and concepts in educational research. It argues that theory helps researchers ask significant questions, approach research rigorously and imaginatively, and shed light on taken-for-granted circumstances. While theory can also close down thinking and marginalize practices, it can empower research by recovering and claiming knowledge. The document provides examples of concepts commonly used in educational research like identity, pedagogy and knowledge, and influential theorists like Habermas, Foucault and Bourdieu. It emphasizes that theory should align with and inform research questions, methodology, data collection and analysis.
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A sociological theory
A sociological theory seeks to explain social phenomena. Theories can be used to create a testable proposition, called a hypothesis, about society (Allan 2006).
Theories vary in scope depending on the scale of the issues that they are meant to explain. Macro-level theories relate to large-scale issues and large groups of people, while micro-level theories look at very specific relationships between individuals or small groups. Grand theories attempt to explain large-scale
relationships and answer fundamental questions such as why societies form and why they change. Sociological theory is constantly evolving and should never be
considered complete. Classic sociological theories are still considered important and current, but new sociological theories build upon the work of their predecessors and add to them (Calhoun 2002).
Enhancing the 21st century critical thinking skills of ESL/EFL learners
The what, why, and how of critical thinking in an ESL/EFL classroom in the new normal and post-pandemic time.
Session 6 Modelling Quality Education
This document outlines the agenda and assignments for a course on modeling quality education for diverse learners. It discusses having students introduce a case study on a specific group of learners, considering alternative declarations of educational needs and goals. It also compares two models of education and has students draft their own model for their case study group. Students will prepare a critique of an existing educational initiative and do a literature review on a relevant topic. Their final assignment is to build an argument for what quality education would mean in a specific context for their case study group.
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This document provides guidance on strategies for writing effective literature reviews. It discusses the purpose and basic requirements of literature reviews, including outlining important research trends, assessing strengths and weaknesses of existing research, and identifying potential gaps. It offers tips for planning, reading and researching, analyzing, and drafting a literature review. Key steps include focusing the topic, identifying the type and scope of research sources, summarizing and synthesizing findings, comparing and critiquing studies, and determining an organizational structure. The document emphasizes analyzing sources and demonstrating a thorough understanding of the existing body of research on the topic.
The Sociology of MeBy successfully completing this assessment, y.docx
The Sociology of Me
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social stratification and social inequality for the individual and society.
Evaluate one's own educational experience from a sociological perspective.
Explain sociological issues that affect one's own field of study.
Competency 4: Analyze the influence of culture and socialization on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Evaluate the impact of social change on society and social institutions.
Evaluate the impact of social structure and groups on one's own life.
Evaluate the role of technology and media in one's own life.
Competency 6: Demonstrate written and verbal communication skills for effectively presenting sociological concepts, ideas, and analyses.
Write in a professional style using APA 6th edition referencing and format with correct grammar, usage, and mechanics.
Mills tells us of the intersection between public issues and private troubles. Throughout the course we have learned to use our sociological imagination to understand this difference—especially in terms of our own lives.
For your final project you will reflect on the question, "Who am I?" using the sociological imagination to understand and explain your everyday experiences. In doing so, you will look at the impact of social forces on your individual life. This requires you to apply the concepts, theories, and applicable sociological understandings that you have encountered in the course.
To successfully complete this assignment, you will write a paper with these components:
Introduction:
Introduce yourself and what you plan on discussing in your paper.
Culture and Socialization:
Examine the impact culture and socialization has had on your life. Consider the following when creating this section:
How did you develop a sense of self?
What agents of socialization had the biggest impact on you? How?
How has culture influenced your life?
Social Structure and Groups:
Discuss the impact social structure and groups have had on your life. Considering the following:
How have various groups (primary, secondary, reference, etc.) guided your behavior?
What statuses have you held? What roles have you played?
How have social hierarchies shaped your life choices?
Education:
Discuss how a sociologist would explain your experience with education. In doing so, consider the following:
What major functions have education had for you?
How has education been related to your life outcomes?
What experiences with inequality have you had in education?
Professional Field:
Discuss the main sociological issues that affect your field of study or the field you intend to study at this point in your education. Be sure to include any social changes that may impac.
Literature Reviews and academic writing
The document provides guidance on writing literature reviews for academic essays and research. It explains that a literature review surveys and synthesizes existing scholarly publications on a topic to establish current knowledge and identify gaps. It discusses common problems such as lack of context or relevance in citations. The document offers tips for critically analyzing sources and referencing them properly in a literature review. It emphasizes that reviews should synthesize findings around a guiding concept rather than just listing summaries.
What is college level writing?
The document discusses disagreements around the purpose of first-year writing courses and different theories of writing instruction. It introduces the concept of threshold concepts that are fundamental to a discipline and occasion shifts in understanding. Workshop participants are asked to identify threshold concepts for composition courses and discuss how they demonstrate characteristics of being transformative, irreversible, troublesome, and liminal.
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