SHZ 330 - Critical Thinking in Social Work

This course aims to teach the philosophical and intellectual foundations of critical thinking within social work practice, fostering students’ abilities to question phenomena in the field of social work, conduct in-depth analyses, and evaluate multiple perspectives.

This course aims to teach the fundamentals of critical thinking. It focuses on analyzing people's theoretical and factual critiques by exploring philosophical movements from antiquity to the present. The course provides students with the skills to understand various modes of thinking in greater depth through logic and the identification of fallacies

Nigel Warburton. A'dan Z'ye Düşünmek. Ankara: Dost Yayınevi.

Emrah Akbaş. Sosyal Çalışmada Çağdaş Eleştirel Perspektifler. Ankara: SABEV

Descartes, R. (1641). Meditations on First Philosophy. (J. Cottingham, Trans.). Cambridge University Press.

CRITICAL THINKING, WRITING, AND EVALUATION GUIDE

1. Clear and Explicit Argument Statement

Clarity: Is the main argument (thesis) stated clearly and understandably at the beginning of the paper?
Debatability: Is the thesis a claim open to discussion, or is it a general statement?
Focus: Is the topic approached specifically, or does it remain superficial?

2. Argument Structure and Logical Flow

Consistency: Do the arguments support the thesis? Is there a logical connection between paragraphs?
Use of Evidence: Is each claim supported by data, examples, or academic sources?
Counterarguments: Has the student addressed and refuted opposing views?

3. Depth of Critical Analysis

Avoiding Superficiality: Is the topic explored in depth, or handled with general statements?
Source Critique: Are the reliability, neutrality, and limitations of the sources questioned?
Inference Skills: Are meaningful conclusions drawn from the examples provided?

4. Creativity and Originality

Avoiding Clichés: Has the student offered a personal perspective or creative interpretation?
Alternative Perspectives: Are examples drawn from different disciplines or cultures?

5. Language and Expression

Clarity: Are the sentences clear and understandable? Is unnecessary jargon or vague wording avoided?
Academic Tone: Is the paper written in a formal academic style or in everyday language?
Structural Accuracy: Do grammatical, spelling, or punctuation errors distract the reader?

6. Use of Sources and Ethics

Citation Standards: Are APA academic referencing standards applied correctly?
Plagiarism: Are quotations or paraphrases from other sources properly cited?
Source Diversity: Are credible and diverse sources (academic articles, books, data) used?

7. Self-Critique and Awareness

Awareness of Bias: Has the student discussed the limitations or biases of their own perspective?
Learning Process: Does the paper reflect what the student has learned or how their thinking has evolved through the critical thinking process?

8. Conclusion and Impact

Summary: Are the main arguments summarized effectively?
Enduring Questions: Does the paper leave the reader with new questions or a desire to think further?

• Your attendance is very important. Students with more than 70% absences will not be allowed to take the final exam.

• Do not knock on the door when entering; you may enter the classroom at any time.

• If you are up to 15 minutes late, you cannot sign for the 1st hour.

• If you are 30 minutes late, you cannot sign for the 2nd hour.

• These rules are designed to ensure proper monitoring and organization of the class.

• Not being able to sign does not prevent you from attending the class. Outside of these times, students can attend and leave class at their convenience without signing in.