| Overview |
| General background - market economy |
| General background - carbon trading |
| Brief notes on "comments on the Stern Review by leading economists" and links to them |
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| Overview |
| Basic science of Carbon including the carbon cycle |
| Photosynthesis & Respiration |
| Combustion - Energy production from carbon based fuels - the science |
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| Overview |
| Energy production from carbon based fuels (technology) |
| Alternative sources |
| Innovation and development |
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| Overview |
| Forest, Ice and Ocean |
| Land usage and impact on climate |
| Developing nations, including political aspects |
| Social change, population and industry |
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| Overview |
| Lesson plans, guides and pedagogy |
| Activities, tasks and assignments |
| Questions & Discussions |
| Software, Web 2.0 tools and data including images etc |
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| Glossary of terms, acronyms etc |
| Links to relevant sections in main National curriculum, GCSE and GCE syllabuses |
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Critical
thinking and reasoned argument Many
see “Critical Thinking” as part of higher order thinking and
the thinking skills set. Others see it as a particular element in its own
right because of its relationship with logic and reason and the links with
debate and argument. In the context of this site, critical thinking is seen
as an important development for any student seeking to become increasingly
autonomous and responsible for their own learning. The nature of the debates
which lie behind or derive from the Stern Review are sophisticated and complex
and therefore require both critical analysis and reasoned argument. There
is also the need for thinking in terms of the “big picture”
and the ability to identify key aspects and priorities. Critical thinking
is sometimes equated with convergent thinking, but the focus of this site
calls for creative and divergent thinking too, as well as problem solving
not least in finding innovative solutions for the future of humanity and
the planet. It is perhaps especially important in a world of spin v substance, to be able to think critically and see beneath the cosmetics of presented information. Reasoned argument and critical analysis enable an objective approach to be taken, and some useful tools and tutorials are available to help this process e.g. argument mapping software like Austhink’s “Rationale” or its forerunner “Reason!Able” (still available) Critical thinking and reasoned argument can introduce students to Socrates and Plato, argument, debate, and dialectic and to specific meanings for a host of terms including argument, premise, objection, contention, reason etc and to argument mapping as a visual method and tool, much like concept or mind mapping. Whilst the issues from the Stern Review might be a useful context in which to learn about and use these techniques, they can be applied widely thereafter providing the student with powerful tools. An appreciation of how some of the techniques might be applied can be gained from considering Donald Sensing’s recent blog "Consensus" and global warming. As with mind and concept mapping much of the advantage is gained through the process of construction of an argument map, and through sharing with peers. |
 Critical
Thinking & Problem Solving SkillsCritical
and Creative Thinking - Bloom's TaxonomyConstructing
a Reasoned Argument (powerpoint)Critical
Thinking Skills in Education and Life (includes Problem solving and creative
thinking)Skills
for OU study – Critical thinkingA-level
Critical Thinking (OCR) unofficial support siteArgument
mapping softwareArgument
mapping tutorials“Consensus"
and global warming |
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