Getting started with Bailin & Battersby

I knew that Bailin and Battersby would provide good exercises and I anticipate (still only one class in) that their book will really engage students. The instructor manual turns out to pay a lot of attention to how to involve students, and the other resources are even better than I’d hoped: the slides provide opportunities for discussion and don’t simply repeat what’s in the textbook; plus Bailin and Battersby provide quizzes, which solves the huge problem of coming up with examples that mirror the style and difficulty of the textbook.

I really like the focus on inquiry in the first chapter too. It connects students’ own decision making with institutional research and epistemological norms.

I’m focussing on two skills today — the second class. The first is featured in a slide in the instructor materials but doesn’t get so much attention in the textbook, unfortunately. This is the question of identifying an issue (or controversy or question) and distinguishing it from a topic and a thesis. At the first-year level I think this is extremely valuable for students.  It will be obvious for some, but I have known students in later years who didn’t understand the difference between a topic and a thesis, so this discussion should assist with that obstacle to later learning.

Second, I’m focussing on identifying opportunities for inquiry. This is the subject of one of the exercises in the text, and it’s fairly straightforward to test.

I did notice that this book, as most good ones, demands students provide explanations for their identifications.  This is a basic academic skill, and it too deserves to be taught at the first-year level.  There is further discussion of explanation later in the book, but 51zbMkX0c+L._SX329_BO1,204,203,200_students need an account of what they are supposed to do. In“>Biggs’s language, they need “alignment,” to be taught how to do what will be the basis for their evaluation.  So I’ve added a slide about the nature of explanation — using familiar language to make a case identifiable or applying a concept in detail to show how it characterizes an example. Of course, there is a large philosophical literature on explanation, but controversy hasn’t stopped critical thinking educators before. Nor do I think it should. I tend to think that bringing such debates into pedagogical context helps put such philosophy of science or philosophy of language controversies into a context that clarifies the scope and significance of those technical discussions.

I have another, more pointed criticism of this chapter.  The philosophical discussions of the nature and value of inquiry make a number of distinctions: nature, value, and features in particular.  These are all used to characterize inquiry without an explanation of what distinguishes and connects these different perspectives on the task. Partly as a result, I found the associated exercises useless. While I will do a little lecturing on the epistemological discussion that they parse in this vague way I do so only because I expect it to prime students for some of the lessons later in the book and because it connects their discussion with Gilbert’s book. I wish they had been clearer about these fundamental ideas and how they want students (and instructors) to apply them.