Muutke küpsiste eelistusi

E-raamat: Critical Thinking: Tools for Taking Charge of Your Learning and Your Life

3.94/5 (1350 hinnangut Goodreads-ist)
  • Formaat: EPUB+DRM
  • Ilmumisaeg: 15-Dec-2021
  • Kirjastus: Rowman & Littlefield Publishers
  • Keel: eng
  • ISBN-13: 9781538138755
  • Formaat - EPUB+DRM
  • Hind: 70,20 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
  • Formaat: EPUB+DRM
  • Ilmumisaeg: 15-Dec-2021
  • Kirjastus: Rowman & Littlefield Publishers
  • Keel: eng
  • ISBN-13: 9781538138755

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

Current edition description

Written by two of the leading experts in critical thinking, this book focuses on an integrated, universal concept of critical thinking that is both substantive and applicable to any and every situation in which human thinking is necessary. It provides readerse with the basic intellectual tools needed for life-long learning, helping them understand the mind and how its three functions thinking, feeling, motivation influence and are influenced by one another. This book fosters the development of fair-minded critical thinking. Features the intellectual standards: clarity, precision, accuracy, logicalness, significance, depth, breadth, and fairness; The importance of good questioning; and intellectual tools to read for deep and lasting comprehension, and to write in ways that show clarity of reasonability of thought. For all that want to improve their critical thinking skills to apply to their job or life.

The text features: Think for Yourself activities throughout each chapter. (Ex. pp 29, 127). ~Help students take ownership of basic concepts as they learn them. Practical and learnable format. ~Simplifies complex ideas to make learning easier for students. Focus on thinking across the disciplines. (Ex. pp 119-120). ~Helps students to think within the various disciplines, rather than memorizing facts. Students are taught to learn to think like an historian, like a scientist, like a psychologist, etc. Critical thinking focus When students internalize intellectual standards such as clarity, precision, accuracy, logicalness, significance, depth, breadth, and fairness they use them on a daily basis to upgrade their thinking, and to assess the thinking of others. (Ex. 12, 152). ~Gives students intellectual standards they can use in every dimension of their thinking. Features intellectual tools to read for deep and lasting comprehension, and to write in ways that show clarity of reasonability of thought. (Ex. 133). ~Teaches students to read closely and write substantively. Good questions are the key to good thinking Thinkers who know how to ask relevant questions in context are better able to think their way through complex issues. (Ex. pp 83, 87, 93). ~Teaches students to ask the questions the best thinkers ask. Website www.criticalthinking.org. ~Links students to the worlds largest and most prestigious critical thinking website and provides forums for student and faculty discussions. International approach with translations into German, French, Spanish, Japanese, Chinese, Russian, and Malay. ~Provides students with the opportunity to read portions of the text in their native language.

"This book is well-written, lucid and contains abundant examples and applications that not only enliven the subject matter but present relevant contexts for building understanding and advanced critical thinking. In addition, it is faithful to the complexity and work required to improve one's thinking. It does not soft-pedal the challenge but actually throws down the gauntlet to the worthy Reader to pick it up." --Stephen J. Knopp, Ph.D., Ohio University "This concise version is a more comprehensive and robust textbook. Many Critical Thinking books cover thinking from a narrow angle, but Paul and Elder offer a model of critical thinking that can be applied not only to academic disciplines but also to life in general." --Connie Wolfe, Surry Community College

Arvustused

This book is well-written, lucid and contains abundant examples and applications that not only enliven the subject matter but present relevant contexts for building understanding and advanced critical thinking. -- Stephen J. Knopp, Ohio University A comprehensive and robust textbook. Richard Paul and Linda Elder offer a model of critical thinking that can be applied not only to academic disciplines but also to life in general. -- Connie Wolfe, Surry Community College

About the Authors iii
Preface xv
Acknowledgments xix
Introduction
xxi
A Start-Up Definition of Critical Thinking
xxi
An Expanded Conception of Critical Thinking
xxii
How Skilled Are You as a Thinker?
xxiii
Good Thinking Requires Hard Work
xxv
The Roots of Critical Thinking
xxix
Become a Critic of Your Thinking
xxx
Establish New Habits of Thought
xxxii
Develop Confidence in Your Ability to Reason and Figure Things Out
xxxiii
An Overview of the Primary Concepts in Critical Thinking in Diagram Form
xxxvii
Chapter 1 Become A Fairminded Thinker 1(26)
Weak versus Strong Critical Thinking
1(4)
What Does Fairmindedness Require?
5(20)
Intellectual Humility: Strive to Discover the Extent of Your Ignorance
6(3)
Intellectual Courage: Develop the Courage to Challenge Popular Beliefs and Your Own Beliefs
9(2)
Intellectual Empathy: Learn to Enter Opposing Views Empathically
11(2)
Intellectual Integrity: Hold Yourself to the Same Standards to Which You Hold Others
13(2)
Intellectual Perseverance: Refuse to Give Up Easily; Work Your Way through Complexities and Frustration
15(1)
Confidence in Reason: Be Moved by Evidence and Good Reasoning as You Seek the Truth
16(3)
Intellectual Autonomy: Value Independence of Thought
19(2)
Recognize the Interdependence of Intellectual Virtues
21(4)
Conclusion
25(2)
Chapter 2 The First Four Stages of Development At What Level of Thinking Would You Place Yourself? 27(16)
Stage 1: The Unreflective Thinker
28(1)
Stage 2: The Challenged Thinker
29(3)
Stage 3: The Beginning Thinker
32(4)
Stage 4: The Practicing Thinker
36(1)
A "Game Plan" for Improvement
37(1)
A Game Plan for Devising a Game Plan
37(3)
Integrating Strategies One by One
40(3)
Chapter 3 Self-Understanding In A Complex World 43(14)
Monitor the Egocentrism in Your Thought and Life
44(1)
Make a Commitment to Fairmindedness
45(1)
Recognize the Mind's Three Distinctive Functions
46(1)
Understand That You Have a Special Relationship to Your Mind
47(5)
Connect Academic Subjects to Your Life and Problems
52(1)
Learn Both Intellectually and Emotionally
52(2)
Be Aware of How the Internet and Other Technologies Pervade and Affect Your Life
54(1)
How the Internet Works: The Big Picture
55(1)
Assess a Given Website Using Critical Thinking Standards
56(1)
Chapter 4 The Parts of Thinking 57(32)
Reasoning Is Everywhere in Human Life
58(1)
Reasoning Has Parts
59(8)
A First Look at the Elements of Thought
61(4)
An Everyday Example: Jack and Jill
65(1)
Analysis of the Example
66(1)
How the Parts of Thinking Fit Together
66(1)
The Relationship between the Elements
67(1)
Critical Thinkers Think to Some Purpose
68(1)
Critical Thinkers Take Command of Concepts
69(3)
Critical Thinkers Assess Information
72(5)
Inert Information
72(1)
Activated Ignorance
73(1)
Activated Knowledge
74(3)
Critical Thinkers Distinguish between Inferences and Assumptions
77(6)
Critical Thinkers Think through Implications
83(2)
Critical Thinkers Think Across Points of View
85(3)
The Point of View of the Critical Thinker
88(1)
Conclusion
88(1)
Chapter 5 Standards For Thinking 89(34)
Take a Deeper Look at Universal Intellectual Standards
91(13)
Clarity
91(1)
Accuracy
92(2)
Precision
94(1)
Relevance
95(1)
Depth
96(1)
Breadth
97(1)
Logic
98(1)
Significance
99(1)
Fairness
99(2)
Sufficiency
101(3)
Bring Together the Elements of Reasoning and the Intellectual Standards
104(19)
Purpose, Goal, or End in View
105(1)
Question at Issue or Problem to Be Solved
106(2)
Point of View or Frame of Reference
108(1)
Information, Data, Experiences
108(1)
Concepts, Theories, Ideas
109(1)
Assumptions
110(1)
Implications and Consequences
110(1)
Inferences
111(1)
Brief Guidelines for Using Intellectual Standards
112(11)
Chapter 6 Ask Questions That Lead to Good Thinking 123(20)
The Importance of Questions in Thinking
123(1)
Questioning Your Questions
124(1)
Dead Questions Reflect Inert Minds
125(1)
Three Categories of Questions
126(4)
Become a Socratic Questioner
130(11)
Focus Your Thinking on the Type of Question Being Asked
132(2)
Focus Your Questions on Universal Intellectual Standards for Thought
134(1)
Focus Your Questions on the Elements of Thought
135(2)
Focus Your Questions on Prior Questions
137(1)
Focus Your Questions on Domains of Thinking
138(3)
Conclusion
141(2)
Chapter 7 Master the Thinking, Master the Content 143(10)
Go Beyond Superficial Memorization to Deep Learning
144(1)
The Relation of Content to Thinking
145(1)
Understand Content through Thinking and Thinking through Content
146(3)
Learning Any Content Entails Figuring Things Out Within the Content
147(1)
All Content Is Organized by Concepts
147(1)
All Content Is Logically Interdependent
148(1)
Think through Your Classes Using Your Knowledge of Thinking
149(1)
A Caution
150(3)
Chapter 8 Discover How the Best Thinkers Learn 153(38)
Twenty Ideas for Improving Your Studies
154(2)
The Logic of a Typical College Class
156(4)
Becoming a Skilled Thinker
157(1)
The Design of a Typical College Class and the Typical College Student
158(2)
Figure Out the Underlying Concept of Your Courses
160(2)
Figure Out the Form of Thinking Essential to Courses or Subjects
162(2)
Think Within the Logic of the Subject
164(1)
The Logic of Six Academic Disciplines
165(18)
The Logic of Biology
165(1)
The Logic of Ecology
166(1)
The Logic of Aerospace Engineering
167(1)
The Logic of Electrical Engineering
168(1)
The Logic of History
169(3)
The Logic of Biochemistry
172(11)
Make the Design of the Course Work for You
183(1)
Sample Course: American History, 1600-1800
183(1)
Reading, Writing, Speaking, Listening, and Thinking
183(2)
Figure Out the Logic of an Article or Essay
185(2)
Figure Out the Logic of a Textbook
187(1)
Criteria for Evaluating an Author's Reasoning
188(3)
A Test to Repeat in Every Class and Subject
189(2)
Chapter 9 Redefine Grades as Levels of Thinking and Learning 191(10)
Develop Strategies for Self-Assessment
192(1)
Use Profiles to Assess Your Performance
192(3)
Exemplary Students (Grade of A)
193(1)
High-Performing Students (Grade of B)
193(1)
Mixed-Quality Students (Grade of C)
194(1)
Low-Performing Students (Grade of D or F)
194(1)
Apply Student Profiles to Assess Your Performance Within Subjects
195(4)
Exemplary Thinking as a Student of Psychology (Grade of A)
195(1)
High-Performing Thinking as a Student of Psychology (Grade of B)
196(1)
Mixed-Quality Thinking as a Student of Psychology (Grade of C)
197(1)
Low-Performing Thinking as a Student of Psychology (Grade of D or F)
197(2)
Conclusion
199(2)
Chapter 10 Make Decisions and Solve Problems 201(26)
Making Decisions
201(9)
Evaluating Patterns in Decision-Making
202(1)
"Big" Decisions
203(1)
The Logic of Decision-Making
203(3)
Dimensions of Decision-Making
206(1)
The Early Decisions (TWo to Eleven Years of Age)
207(1)
Adolescent Decisions (1Welve to Seventeeen Years of Age)
208(2)
Solving Problems
210(15)
Becoming an Activist Problem-Solver
210(1)
Evaluating Patterns in Your Problem-Solving
211(2)
"Big" Problems
213(1)
Dimensions of Problem-Solving
213(5)
Avoiding the Pitfalls of Problem-Solving
218(3)
Analyzing Problems Using the Elements of Thought
221(2)
The Art of Problem-Solving
223(2)
Conclusion
225(2)
Chapter 11 Argumentation Theory and Critical Thinking 227(10)
Analyzing and Assessing Arguments-General Guidelines
229(4)
Analyzing the Logic of a Given Argument
233(1)
Evaluating an Author's Reasoning Within an Argument
234(3)
Chapter 12 Deal with Your Irrational Mind 237(48)
Take Charge of Your Egocentric Nature
242(27)
Understand Egocentric Thinking
244(2)
Understand Egocentrism as a Mind within the Mind
246(2)
Successful Egocentric Thinking
248(1)
Unsuccessful Egocentric Thinking
249(2)
Rational, Reasonable Thinking
251(4)
Two Egocentric Functions
255(10)
Egocentric Pathological Tendencies of the Human Mind
265(1)
Challenge the Egocentric Pathological Tendencies of Your Mind
266(1)
Defense Mechanisms of the Mind
267(2)
The Challenge of Rationality
269(1)
Take Charge of Your Sociocentric Tendencies
269(15)
The Nature of Sociocentrism
270(4)
Primary Forms of Sociocentric Thought
274(6)
Social Stratification
280(1)
Sociocentric Thinking Is Unconscious and Potentially Dangerous
280(1)
Sociocentric Uses of Language
281(1)
Disclose Sociocentric Thinking through Conceptual Analysis
282(1)
Reveal Ideology at Work through Conceptual Analysis
283(1)
Conclusion
284(1)
Chapter 13 Develop as an Ethical Reasoner 285(24)
Why People Are Confused about Ethics
286(2)
The Fundamentals of Ethical Reasoning
288(19)
Ethical Concepts and Principles
289(3)
The Universal Nature of Ethical Principles
292(2)
Distinguishing Ethics from Other Domains of Thinking
294(10)
Understanding Our Native Selfishness
304(3)
Conclusion
307(2)
Chapter 14 How to Detect Media Bias and Political Propaganda 309(48)
Why Critical Thinking Is Essential to Making Sense of the News
309(8)
What Is News?
311(1)
Political Views in the News: Understanding the Liberal-Minded Person
312(2)
The Logic of the News Media
314(1)
Political Influences, Advertising, and Group Think
314(2)
Technological Noise in the News
316(1)
What We Need the News Media to Do for Us
316(1)
Current Trends Affecting How We See the News
317(4)
Key Critical Thinking Questions to Ask When Seeking the News
317(1)
Realities That Impede Our Ability to Get Objective News
318(2)
The Problem of Fake News
320(1)
Social Media Is an Unreliable News Source
321(1)
Critical Thinking Tools For Understanding Human Reasoning And Media Logic
321(8)
Questioning the Reasoning Embedded in a News Article
322(3)
Intellectual Standards for Assessing News Articles, Editorials, and Stories
325(1)
Characteristics of the Disciplined Mind That Help Us Detect Bias
325(4)
Objectivity, Biases, And Underlying Agendas
329(13)
Democracy and the News Media
330(1)
Myths That Obscure the Logic of the News Media
331(1)
Bias and Objectivity in the News Media
331(3)
How the News Media View Objectivity Today
334(1)
Forms of Objectivity
335(2)
The Perception of Bias in the Mainstream
337(1)
Propaganda and News Story Writing
337(2)
Protecting the Home Audience from Guilt Feelings
339(1)
How the News Media Foster Sociocentric Thinking
340(2)
Become An Astute Media Consumer
342(12)
How to Obtain Useful Information from Propaganda and Typical News Stories
342(1)
Steps in Becoming a Critical Consumer of the News
343(1)
Media Awareness of Media Bias
344(1)
Sensitivity to Advertisers
345(1)
Sensitivity to Politicians and the Government
345(1)
Sensitivity to Powerful Interests
346(1)
Sensitivity to Their Competitors
347(1)
The Bias Toward Novelty and Sensationalism
347(2)
Critical Consumers of the News
349(1)
Dominant and Dissenting Views: Finding Alternative Sources of Information
350(1)
Buried, Ignored, or Underreported Stories
351(1)
Using the Internet in Seeking the News
352(1)
Additional Alternative News Sources
352(1)
Readings That Help You Become a More Independent Thinker
353(1)
The Future of the News
354(2)
Is It Possible for the News Media to Reform?
354(1)
Is the Emergence of a "Critical Society" Possible?
355(1)
Conclusion
356(1)
Chapter 15 Fallacies: The Art of Mental Trickery and Manipulation 357(48)
Truth and Deception in the Human Mind
358(1)
Three Types of Thinkers
359(3)
Uncritical Persons (Intellectually Unskilled Thinkers)
359(1)
Skilled Manipulators (Weak-Sense Critical Thinkers)
360(1)
Fairminded Critical Persons (Strong-Sense Critical Thinkers)
361(1)
The Concept of Fallacies of Thought
362(3)
Naming Fallacies
362(1)
Mistakes versus Fallacies
363(1)
No Exhaustive List of Fallacies
364(1)
Faulty Generalizations
365(2)
Analyzing Generalizations
367(6)
Post Hoc Generalizations
371(1)
Analogies and Metaphors
371(2)
Forty-Four Foul Ways to Win an Argument
373(18)
Fallacy Detection: Analyzing a Speech from the Past
391(4)
Fallacy Detection: Analyzing a More Current Presidential Speech
395(3)
Fallacy Detection: Analyzing a Speech from a Presidential Candidate
398(3)
Avoid Two Extremes
401(1)
Conclusion
401(4)
Chapter 16 Learning and Using Information Critically and Ethically: Part I, Critique of Disciplines 405(20)
The Ideal of Knowledge Acquisition
405(1)
True Loyalty to a Discipline
406(1)
The Gap Between Fact and Ideal
407(2)
The Ideal Compared to the Real
409(1)
The Ideal of Mathematics
410(2)
Abstract Quantification
410(2)
The Ideal of Science: Physics, Chemistry, Astronomy, Geology, Biology
412(3)
The Ideal of Science: History, Sociology, Anthropology, Economics, Psychology
415(4)
The Social Studies as Taught and Practiced
418(1)
The Ideal of the Arts and Humanities
419(3)
Music, Painting, Sculpture, Architecture, Dance, Literature, Philosophy
419(3)
Conclusion
422(3)
Chapter 17 Learning and Using Information Critically and Ethically: Part II 425(28)
The Method and A Model Case
425(1)
Realistic Understanding
426(2)
Be a Critic, Not a Cynic
428(1)
Recognize the Mental Nature of Knowledge
428(1)
Develop Awareness of the Harm from Misuse of Information
429(3)
Question Academic and "Expert" Information
432(1)
Question the Status of Knowledge in a Field
433(1)
A Model Case: Questioning Psychology and the Mental Health Professions
434(2)
The Milgram Experiment
436(3)
Scientific Studies in Psychology
439(1)
A Dark Side of the Mental Health Professions
439(2)
Legitimizing Deeply Held Social Beliefs
441(5)
Questioning Psychotherapy
446(2)
Learning from Suspect Claims of Psychology and the Mental Health Professions
448(2)
Thinking Psychologically: A Postscript
450(3)
Forms of Thought
450(3)
Chapter 18 Strategic Thinking: Part I 453(16)
Understanding and Using Strategic Thinking
453(3)
Components of Strategic Thinking
456(1)
The Beginnings of Strategic Thinking
456(13)
Key Idea #1: Thoughts, Feelings, and Desires Are Interdependent
457(3)
Key Idea #2: There Is a Logic to This, and You Can Figure It Out
460(5)
Key Idea #3: For Thinking to Be of High Quality, We Must Routinely Assess It
465(4)
Chapter 19 Strategic Thinking: Part II 469(16)
Key Idea #4: Our Native Egocentrism Is a Default Mechanism
469(4)
Key Idea #5: We Must Become Sensitive to the Egocentrism of Those Around Us
473(2)
Key Idea #6: The Mind Tends to Generalize Beyond the Original Experience
475(2)
Key Idea #7: Egocentric Thinking Appears to the Mind as Rational
477(1)
Key Idea #8: The Egocentric Mind Is Automatic in Nature
478(2)
Key Idea #9: We Often Pursue Power through Dominating or Submissive Behavior
480(1)
Key Idea #10: Humans Are Naturally Sociocentric Animals
481(2)
Key Idea #11: Developing Rationality Requires Work
483(1)
Conclusion
484(1)
Chapter 20 Becoming An Advanced Thinker: Our Conclusion 485(8)
Practicing Skilled Thinking
485(1)
Stage 5: Reaching the Advanced Stage of Development
486(2)
Stage 6: Becoming an Accomplished Thinker
488(2)
Qualities of Mind of an Accomplished Thinker
490(1)
The Inner Logic of the Accomplished Thinker
491(1)
The Ideal Thinker
491(2)
Appendices
A A Brief History of The Idea of Critical Thinking
493(8)
B Sample Analysis of The Logic of...
501(10)
A Glossary of Critical Thinking Terms and Concepts 511(48)
Notes 559(4)
References 563(4)
Index 567
Dr. Linda Elder is an educational psychologist who has taught both psychology and critical thinking at the college level. She has been President of the Foundation for Critical Thinking and the Executive Director of the Center for Critical Thinking for almost 25 years. She has a special interest in the relation of thought and emotion, as well as the cognitive and affective. She has developed an original theory of the stages of critical thinking development. Elder has coauthored four books on critical thinking, as well as all 23 titles found in the Thinker's Guide Library.

Dr. Richard Paul was a leading proponent of critical thinking and through his work and legacy remains an international authority in the field. He founded the Center for Critical Thinking at Sonoma State University in 1980, followed by the Foundation for Critical Thinking. He developed concepts, principles, and theory essentials to a robust and fairminded conception of critical thinking and authored more than 200 articles and seven books on the topic. He presented workshops to hundreds of thousands of educators over his 35-year career as a leader in the critical thinking movement.