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Presentation
Presentation
Optional UC aimed at introducing students to critical thinking, promoting active participation, debate, and reflection on the relationship between art and society. Through the analysis of texts by artists, curators, critics, and philosophers, the production of essays, and the delivery of theoretical-practical classes in a role-play format, students develop skills in argumentation, critical reading, and collaborative learning.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Optional | Português
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Code
Code
ULHT7008-12785
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. What does it mean to think critically, and what are its fundamental principles? 2. How can one distinguish between opinion, belief, and knowledge? 3. In what ways is a valid, coherent, and persuasive argument constructed? 4. How can images and texts be critically analysed, articulating form and content? 5. Which methods allow for the critical evaluation of others’ ideas, works, and discourses?
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Objectives
Objectives
The aim of this UC is to: - Provide students with conceptual and methodological tools that strengthen their intellectual autonomy, enabling them to identify premises, evaluate and structure arguments, as well as to develop their own interpretations of artworks and of the discourses that accompany them (texts by artists, curators, critics, historians, or philosophers). - Apply critical analysis methodologies, such as the peer review process and the SWOT method (strengths, weaknesses, threats, and opportunities), in order to evaluate and formulate critical judgments on colleagues’ work and presentations. - Foster interpersonal relationships and sharing within the classroom, highlighting the value of dialogue and active listening as a fundamental part of critical thinking. - Raise awareness of the importance of critical thinking in academic life and in contemporary society, which is marked by phenomena of superficiality, alienation, and misinformation.
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Teaching methodologies and assessment
Teaching methodologies and assessment
The classroom dynamic emphasizes active participation and debate. In each session, a text by an artist, curator, critic, historian, or philosopher is provided for students to read in preparation. In the following class, these texts serve as a starting point for collective discussions, intersecting with other themes, works, and images to stimulate analysis, critical thinking, and reflection on the relationship between art and society. This model fosters visual culture, promotes argumentation, and supports dialogical learning. Additionally, students complete two main exercises over the course of the semester, combining theory and practice, reading and discussion, writing and reflection.
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References
References
Berger, J. (2018). Modos de ver. Lisboa: Antígona. Eco, U. (2016). Obra aberta. Lisboa: Relógio d’Água. Fisher, A. (2011). Critical thinking: An introduction. Cambridge: Cambridge University Press. Foucault, M. (2018). As palavras e as coisas: Uma arqueologia das ciências humanas. Lisboa: Edições 70. Manguel, A. (2020). Ler imagens: Em que pensamos quando olhamos para arte. Lisboa: Edições 70. Platão. (2015). Teeteto. Lisboa: Fundação Calouste Gulbenkian. Rutherford, A. (2019). Models for critical thinking: A fundamental guide to effective decision making, deep analysis, intelligent reasoning, and independent thinking. Düsseldorf: VDZ Verband Deutscher Zeitschriftenverleger. Williams, G. (2014). How to write about contemporary art. Londres: Thames & Hudson.
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Office Hours
Office Hours
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Mobility
Mobility
No
