Logic and Critical Reasoning in the 21st Century
Logic is one of the oldest fields of study in the Western tradition, and it has not lost any of its importance, despite centuries of evolving illiteracies. Out contemporary democracy requires critical citizens to make sound, reasoned decisions about their leaders, about their workplace and home-life needs, and regarding the causes and pastimes they support. Along with the information explosion that has developed from the 24-hour news cycle and countless magazines, journals, blogs, and homepages available on the Thomas Sabo Bracelets Internet has come an increased need for sophisticated skills required to critically assess these sources for accuracy, bias, and credibility.
What knowledge is important for students to develop logical and critical reasoning skills? What logical fallacies should students be made aware of, and how can we motivate them to develop this knowledge? What should students learn about valid forms of evidence and about the place of emotion in effective argumentation? What age-old techniques of logical analysis and reasoning should we advocate, and what innovations should we employ to address new illiteracies and technologies? How have you used film, other visuals, nonfiction, fiction, or workplace or community documents in ways that have helped students to develop their skills of logic? How have you encouraged students to use logical argument in their writing and for their own purposes?
General Interest
May submit any time
We publish articles of general interest as space is available. You may submit manuscripts on any topic that will appeal to EJ readers. Remember that EJ articles foreground classroom practice and contextualize it in sound research and theory. As you know, EJ readers appreciate articles that show real students and teachers in real classrooms engaged in authentic teaching and learning. Regular manuscript guidelines regarding length and style apply.
Ongoing Features
Speaking My Mind: We invite you to speak out on an issue that concerns you about English language arts teaching and learning. If your essay is published, it will appear with your photo in a future issue of English Journal. We welcome essays of 1,000 to 1,500 words, as well as inquiries regarding possible subjects.
Student Voices: This is a forum for students to share their experiences and recommendations in short pieces of 300 words. Teachers are encouraged to submit the best responses from their classes, not whole class sets, please. Individual students are welcome to submit as well. Topics are as follows:
What nonfiction text that English teachers might not think of would you like to read in English class? (Deadline: July15, 2009)
What positive lessons have you learned from English class about working with other people? (Deadline: September 15, 2009)
How has logical thinking helped you out Thomas Sabo Charms of a difficult situation? (Deadline: November 15, 2009)
Teacher to Teacher: This is a forum for teachers to share ideas, materials, and activities in short pieces of 300 words. Topics are as follows:
What nonfiction text or genre should all students read before they graduate? (Deadline: July 15, 2009)
Given all the time and money you needed, what kinds of collaboration would you engage in for the benefit of your students? (Deadline: September 15, 2009)
How can we motivate students to value logic and logical thinking? (Deadline: November 15, 2009)
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