Authors
Casey Rentmeester
Bellin College
Abstract
Since philosophy is a notoriously difficult subject, one may think that the concept of adding rigor to a philosophy course is misguided. Isn’t reading difficult texts by Immanuel Kant or Friedrich Nietzsche enough to categorize a class as academically rigorous? This question is based on the misguided assumption that academic rigor has only to do with course content. While course content is a component of academic rigor, other aspects such as higher-order thinking, as well as how an instructor designs and grades assignments, contribute to the level of academic rigor in a course. The author provides several ways to increase the level of academic rigor in a philosophy course based upon Bloom’s Taxonomy using examples from an introductory ethics course and then provides recommendations as to how to grade to promote academic rigor.
Keywords Higher-order thinking  Academic scaffolding  Course design  Assignment examples
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Reprint years 2017, 2018
DOI 10.1007/s40889-017-0047-x
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A critical analysis of markers’ feedback on ethics essays and a proposal for change.Jan Deckers - 2019 - International Journal of Ethics Education 4 (2):183-192.

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