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Professor Jack W. Meiland, offering advice to new college students: There is one question which you should not ask, nor feel any temptation to ask, your instructor. That question is: “Will this be on the exam?” This question infuriates many instructors, and rightly so. For this question indicates that your main interest is in getting through the course with a good grade rather than in learning what the instructor has to teach. It is insulting to the teacher who has worked hard to put you in a position to appreciate the material— its intrinsic interest, its subtlety, its complexity.
1. Asking the question “Will this be on the exam?” indicates that your main interest is in getting through the course with a good grade rather than in learning what the instructor has to teach.
2. The question is insulting to the teacher, who has worked hard to put you in a position to appreciate the material—its intrinsic interest, its subtlety, its complexity. 3. Thus, the question “Will this be on the exam?” infuriates many instructors, and rightly so. (from 1 and 2)
4. Therefore, you should not ask, nor be tempted to ask, the question “Will this be on the exam?”
(from 3)
Professor Vincent Ryan Ruggiero on teaching critical thinking to students of all ability levels: Thinking instruction in elementary and secondary education should not be limited to the honors program. Everyone needs thinking skills to meet the demands of career and citizenship. More important, everyone needs such skills to realize his or her potential as a human being. The highest of Abraham
Maslow’s hierarchy of human needs, self-actualization, is unachievable without the ability to think productively. Thus to deny meaningful instruction in thinking to students below a certain IQ or profi ciency level is to deny them an essential part of their humanity. Similarly, the constitutional guarantees of freedom to speak, to choose one’s own religion, and so on, lose much of their meaning when
1. Asking the question “Will this be on the exam?” indicates that your main interest is in getting through the course with a good grade rather than in learning what the instructor has to teach.
2. The question is insulting to the teacher, who has worked hard to put you in a position to appreciate the material—its intrinsic interest, its subtlety, its complexity. 3. Thus, the question “Will this be on the exam?” infuriates many instructors, and rightly so. (from 1 and 2)
4. Therefore, you should not ask, nor be tempted to ask, the question “Will this be on the exam?”
(from 3)
Professor Vincent Ryan Ruggiero on teaching critical thinking to students of all ability levels: Thinking instruction in elementary and secondary education should not be limited to the honors program. Everyone needs thinking skills to meet the demands of career and citizenship. More important, everyone needs such skills to realize his or her potential as a human being. The highest of Abraham
Maslow’s hierarchy of human needs, self-actualization, is unachievable without the ability to think productively. Thus to deny meaningful instruction in thinking to students below a certain IQ or profi ciency level is to deny them an essential part of their humanity. Similarly, the constitutional guarantees of freedom to speak, to choose one’s own religion, and so on, lose much of their meaning when