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Critical Inquiry and Pedagogy at NYU-Shanghai

NYU Shanghai faculty share their pedagogical philosophies and classroom experiences in applying Critical Inquiry.

Critical Inquiry Videos

Specific Teaching Methods (Video 5 minutes, 34 seconds)

For transcript, please view on NYU Stream.

Quotes on specific teaching methods

Braun, N. M. (2004). Critical thinking in the business curriculum. Journal of Education for Business, 79(4), 232.

Faculty members must model critical thinking and engage students in productive dialogue (Pithers & Soden, 2000). By following basic problem-solving steps, students develop analysis skills when pulling apart and understanding the case, hone their judgment skills by identifying and evaluating assumptions and alternatives, and develop synthesis skills as they reconstruct the scenario with the modifications (Lavitt, 1992).

Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977.

We report data from ten years of teaching with Peer Instruction in the calculus- and algebra-based introductory physics courses for nonmajors; our results indicate increased student mastery of both conceptual reasoning and quantitative problem solving upon implementing PI.

Kerr, O. S. (1999). The decline of the Socratic method at Harvard. Neb. L. Rev., 78, 113.

…some present the Socratic method as a weapon used to oppress students and eradicate independent thinking, while others celebrate it as a talismanic key to knowledge, truth, and morality.

Shor, I., & Freire, P. (1987). What is the “dialogical method” of teaching?. Journal of education, 169(3), 11-31.

Dialogue rejects narrative lecturing where teacher talk silences and alienates students. In a problem-posing participatory format, the teacher and students transform learning into a collaborative process to illuminate and act on reality.

Brookfield, S. (2012).

Throughout the book.