Unit: Philosophy - Critical thinkingConvenor: Dr Albert Atkin
Embedding sustainability in this unit:
- Having students stop and question more frequently how things appear helps change their approach in the future.
- Having students think of themselves as social actors
- The process has to be dynamic - am I achieving what I want with this, do I need to make any changes? Teaching is a reflective practice:
- For example, consider the frame in which students think of issues. In the unit, we talk a lot about issues such as abortion. The topic of abortion is framed almost completely in terms of a debate in the US in the 70s, which isn't so relevant for us now.
An example of an assessment:
Students are given a set of constructed resources such as a press release from a right wing group about banning the burqa and further information including crime reports. They have to write a report for a government minister and in the process look at what it means to be a Muslim in Australia and find the gaps between media reports and reality. It is fictionalised, but the interaction they have develops skills they can take out to the world.
- Assessment task description [PDF - 62k]
- Muslims in Australia - a snap shot [PDF - 365k], Department of Immigration and Citizenship
- An opinion poll students are asked to consult
- Some information on hijab
- French example
On the framework and support:
Sit down with the sustainability team to give you some ideas. Some good examples and some informal mentoring. Coffee and insight. There is a good body of resources already within the university.
Sustainability lines up with what we are doing: going through TEQSA reviews shows how much sustainability lines up with unit level and program level learning outcomes.