Search results for 'Critical thinking' (try it on Scholar)

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  1. Jennifer Wilson Mulnix (2010). Thinking Critically About Critical Thinking. Educational Philosophy and Theory 44 (5):464-479.score: 240.0
    As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting them to critical scrutiny. I also distinguish critical thinking from other forms of mental processes with which it is often (...)
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  2. Marie-France Daniel & Emmanuelle Auriac (2011). Philosophy, Critical Thinking and Philosophy for Children1. Educational Philosophy and Theory 43 (5):415-435.score: 240.0
    For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the classroom, suggesting that the discussions it fosters are not philosophical in essence. In this text, we argue that P4C is philosophy.
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  3. Christopher Winch (2006). Education, Autonomy and Critical Thinking. Routledge.score: 240.0
    The concepts of autonomy and of critical thinking play a central role in many contemporary accounts of the aims of education. This book analyses their relationship to each other and to education, exploring their roles in mortality and politics before examining the role of critical thinking in fulfilling the educational aim of preparing young people for autonomy. The author analyses different senses of the terms 'autonomy' and 'critical thinking' and the implications for education. Implications (...)
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  4. Joe Y. F. Lau (2011). An Introduction to Critical Thinking and Creativity: Think More, Think Better. Wiley.score: 240.0
    "This book is about the basic principles that underlie critical thinking and creativity.
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  5. Kal Alston (2001). Re/Thinking Critical Thinking: The Seductions of Everyday Life. Studies in Philosophy and Education 20 (1):27-40.score: 240.0
    The way that critical thinking has been framed as aneducational objective has led, on the one hand, to itssuccessful saturation of educational discourse and, onthe other, to an equation of critical thinking withdemonstrable rhetorical skills. This essay suggeststhat both critical thinking and obstacles tosuccessful critical thinking are most commonly foundin the activities of everyday life. Humans deploycritical thinking in expressions of socialimagination, illuminations of our selves andrelationship, and in ethical choices and (...)
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  6. Peg Tittle (2011/2010). Critical Thinking: An Appeal to Reason. Routledge.score: 240.0
    This book covers all the material typically addressed in first or second-year college courses in Critical Thinking: Chapter 1: Critical Thinking 1.1 What is critical thinking? 1.2 What is critical thinking not? Chapter 2: The Nature of Argument 2.1 Recognizing an Argument 2.2 Circular Arguments 2.3 Counterarguments 2.4 The Burden of Proof 2.5 Facts and Opinions 2.6 Deductive and Inductive Argument Chapter 3: The Structure of Argument 3.1 Convergent, Single 3.2 Convergent, Multiple (...)
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  7. Gert J. J. Biesta & Geert Jan J. M. Stams (2001). Critical Thinking and the Question of Critique: Some Lessons From Deconstruction. Studies in Philosophy and Education 20 (1):57-74.score: 240.0
    This article provides somephilosophical ``groundwork'' for contemporary debatesabout the status of the idea(l) of critical thinking.The major part of the article consists of a discussionof three conceptions of ``criticality,'' viz., criticaldogmatism, transcendental critique (Karl-Otto Apel),and deconstruction (Jacques Derrida). It is shown thatthese conceptions not only differ in their answer tothe question what it is ``to be critical.'' They alsoprovide different justifications for critique andhence different answers to the question what giveseach of them the ``right'' to be (...). It is arguedthat while transcendental critique is able to solvesome of the problems of the dogmatic approach tocriticality, deconstruction provides the most coherentand self-reflexive conception of critique. A crucialcharacteristic of the deconstructive style of critiqueis that this style is not motivated by the truth ofthe criterion (as in critical dogmatism) or by acertain conception of rationality (as intranscendental critique), but rather by a concern forjustice. It is suggested that this concern should becentral to any redescription of the idea(l) ofcritical thinking. (shrink)
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  8. Kevin L. Flores, Gina S. Matkin, Mark E. Burbach, Courtney E. Quinn & Heath Harding (2012). Deficient Critical Thinking Skills Among College Graduates: Implications for Leadership. Educational Philosophy and Theory 44 (2):212-230.score: 240.0
    Although higher education understands the need to develop critical thinkers, it has not lived up to the task consistently. Students are graduating deficient in these skills, unprepared to think critically once in the workforce. Limited development of cognitive processing skills leads to less effective leaders. Various definitions of critical thinking are examined to develop a general construct to guide the discussion as critical thinking is linked to constructivism, leadership, and education. Most pedagogy is content-based built (...)
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  9. Kenny Siu Sing Huen (2011). Critical Thinking as a Normative Practice in Life: A Wittgensteinian Groundwork. Educational Philosophy and Theory 43 (10):1065-1087.score: 240.0
    On the point that, in practices of critical thinking, we respond spontaneously in concrete situations, this paper presents an account on behalf of Wittgenstein. I argue that the ‘seeing-things-aright’ model of Luntley's Wittgenstein is not adequate, since it pays insufficient attention to radically new circumstances, in which the content of norms is updated. While endorsing Bailin's emphasis on criteria of critical thinking, Wittgenstein would agree with Papastephanou and Angeli's demand to look behind criteriology. He maintains the (...)
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  10. Tracy Bowell (2002). Critical Thinking: A Concise Guide. Routledge.score: 240.0
    Attempts to persuade us - to believe something, to do something, to buy something - are everywhere. What is less clear is how one is to think critically about such attempts and whether any of them are sound arguments. Critical Thinking: A Concise Guide is a much-needed guide to thinking skills and a clear introduction to thinking clearly and rationally for oneself. Accessibly written, this book equips readers with the essential skills required to tell a good (...)
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  11. Anand Jayprakash Vaidya (2013). Epistemic Responsibility and Critical Thinking. Metaphilosophy 44 (4):533-556.score: 240.0
    Should we always engage in critical thinking about issues of public policy, such as health care, gun control, and LGBT rights? Michael Huemer (2005) has argued for the claim that in some cases it is not epistemically responsible to engage in critical thinking on these issues. His argument is based on a reliabilist conception of the value of critical thinking. This article analyzes Huemer's argument against the epistemic responsibility of critical thinking by (...)
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  12. Paul Thagard (2011). Critical Thinking and Informal Logic: Neuropsychological Perspectives. Informal Logic 31 (3):152-170.score: 240.0
    This article challenges the common view that improvements in critical thinking are best pursued by investigations in informal logic. From the perspective of research in psychology and neuroscience, hu-man inference is a process that is multimodal, parallel, and often emo-tional, which makes it unlike the linguistic, serial, and narrowly cog-nitive structure of arguments. At-tempts to improve inferential prac-tice need to consider psychological error tendencies, which are patterns of thinking that are natural for peo-ple but frequently lead to (...)
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  13. Michelle Ciurria (2012). Critical Thinking in Moral Argumentation Contexts: A Virtue Ethical Approach. Informal Logic 32 (2):242-258.score: 240.0
    In traditional analytic philosophy, critical thinking is defined along Cartesian lines as rational and linear reasoning preclusive of intuitions, emotions and lived experience. According to Michael Gilbert, this view – which he calls the Natural Light Theory (NLT) – fails because it arbitrarily excludes standard feminist forms of argumentation and neglects the essentially social nature of argumentation. In this paper, I argue that while Gilbert’s criticism is correct for argumentation in general, NLT fails in a distinctive and particularly (...)
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  14. Jonathan E. Adler (1991). Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic. Informal Logic 13 (2).score: 240.0
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that (...)
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  15. Barbara Thayer-Bacon (1998). Transforming and Redescribing Critical Thinking: Constructive Thinking. [REVIEW] Studies in Philosophy and Education 17 (2/3):123-148.score: 240.0
    The author describes a published symposium which debated Is Critical Thinking Biased? The symposium meant to address concerns about critical thinking that are being expressed by feminist and postmodern scholars. However, through the author's critique, and the symposium respondent's, we learn the participants ended up begging the question of bias. The author maintains that the belief that critical thinking is unbiased is based on an assumption that knowers can be separated from what is known. (...)
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  16. William Goodwin (2010). The 'Passes-For' Fallacy and the Future of Critical Thinking. Argumentation 24 (3):363-374.score: 240.0
    In this paper, I characterize Susan Haack’s so called passes-for fallacy, analyze both what makes this inference compelling and why it is illegitimate, and finally explain why reflecting on the passes-for fallacy—and others like it—should become part of critical thinking pedagogy for humanities students. The analysis proceeds by examining a case of the passes-for fallacy identified by Haack in the work of Ruth Bleier. A charitable reconstruction of Bleier’s reasoning shows that it is enlightening to regard the passes-for (...)
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  17. Kelley Wells (2009). Learning and Teaching Critical Thinking: From a Peircean Perspective. Educational Philosophy and Theory 41 (2):201-218.score: 240.0
    The article will argue that Charles Sanders Peirce's concepts of the ?Dynamics of Belief and Doubt?, the ?Fixation of Belief? as well as ?habits of belief? taken together comprise a theory of learning. The ?dynamics of belief and doubt? are Peirce's explanation for the process of changing from one belief to another. Teaching, then, would be an attempt to control that process. Teaching critical thinking represents an attempt to teach the learner to regulate and discipline his or her (...)
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  18. Sharon Bailin (1999). The Problem With Percy: Epistemology, Understanding and Critical Thinking. Informal Logic 19 (2).score: 240.0
    Most current conceptions of critical thinking conceive of critical thinking in terms of abilities and dispositions. In this paper I describe a common type of problem students experience with critical thinking and argue that conceptualizations in terms of abilities and dispositions do not provide a way to understand this problem. I argue, further, that a useful way to think about the problem is in terms of epistemological understanding, and that this way of thinking (...)
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  19. David Hitchcock (2004). The Effectiveness of Computer Assisted Instruction in Critical Thinking. Informal Logic 24 (3).score: 240.0
    278 non-freshman university students taking a l2-week critical thinking course in a large single-section class, with computer-assisted guided practice as a replacement for small-group discussion, and all testing in machine-scored multiple-choice format, improved their critical thinking skills, as measured by the California Critical Thinking Skills Test (Forms A and B), by half a standard deviation, a moderate improvement. The improvement was more than that reported with a traditional format without computer-assisted instruction, but less than (...)
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  20. Don S. Levi (1992). The Limits of Critical Thinking. Informal Logic 14 (2).score: 240.0
    This paper examines Robert Fogelin's suggestion that there may be deep disagreements, where no argument can address what is at issue. A number of possible bases for Fogelin's position are considered and rejected: people sometimes do not have enough in common for reasons to count as reasons; doubt is possible only against the background of framework propositions; key premises may be inarguable; argument must occur within a conceptual framework. The paper concludes by reflecting on why it is important to have (...)
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  21. Donald L. Hatcher (1999). Why Critical Thinking Should Be Combined With Written Composition. Informal Logic 19 (2).score: 240.0
    This paper provides evidence and arguments that, given the choice of teaching critical thinking and written composition as separate, stand-alone courses or combining them, the two should be combined into an integrated sequence.
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  22. Donald L. Hatcher (1999). Why Formal Logic is Essential for Critical Thinking. Informal Logic 19 (1).score: 240.0
    After critiquing the arguments against using formal logic to teach critical thinking, this paper argues that for theoretical, practical, and empirical reasons, instruction in the fundamentals of formal logic is essential for critical thinking, and so should be included in every class that purports to teach critical thinking.
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  23. Harvey Siegel (1993). Not by Skill Alone: The Centrality of Character to Critical Thinking. Informal Logic 15 (3).score: 240.0
    Connie Missimer (1990) challenges what she calls the Character View, according to which critical thinking involves both skill and character, and argues for a rival conception-the Skill View-according to which critical thinking is a matter of skill alone. In this paper I criticize the Skill View and defend the Character View from Missimer's critical arguments.
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  24. Gregory Bassham (ed.) (2008). Critical Thinking: A Student's Introduction. Mcgraw-Hill.score: 240.0
    This clear, learner-friendly text helps today's students bridge the gap between everyday culture and critical thinking. The text covers all the basics of critical thinking, beginning where students are, not where we think they should be. Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text.
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  25. Henrik Bohlin (2009). Perspective-Dependence and Critical Thinking. Argumentation 23 (2):189-203.score: 240.0
    Recent theories of critical thinking have stressed the importance of taking into consideration in critical enquiry the perspectives, or presuppositions, of both the speaker whose statements are under scrutiny and the critic himself. The purpose of the paper is to explore this idea from an epistemological (rather than a pedagogical or psychological) point of view. The problem is first placed within the general context of critical thinking theory. Three types of perspective-dependence are then described, and (...)
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  26. Peter A. Facione (2000). The Disposition Toward Critical Thinking: Its Character, Measurement, and Relationship to Critical Thinking Skill. Informal Logic 20 (1):61-84.score: 240.0
    Theorists have hypothesized that skill in critical thinking is positively correlated with the consistent internal motivation to think and that specific critical thinking skills are matched with specific critical thinking dispositions. If true, these assumptions suggest that a skill-focused curriculum would lead persons to be both willing and able to think. This essay presents a researchbased expert consensus definition of critical thinking, argues that human dispositions are neither hidden nor unknowable, describes a (...)
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  27. Robert H. Ennis (1996). Critical Thinking Dispositions: Their Nature and Assessability. Informal Logic 18 (2).score: 240.0
    Assuming that critical thinking dispositions are at least as important as critical thinking abilities, Ennis examines the concept of critical thinking disposition and suggests some criteria for judging sets of them. He considers a leading approach to their analysis and offers as an alternative a simpler set, including the disposition to seek alternatives and be open to them. After examining some gender-bias and subject-specificity challenges to promoting critical thinking dispositions, he notes some (...)
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  28. Donald L. Hatcher (1994). Critical Thinking, Postmodernism, and Rational Evaluation. Informal Logic 16 (3).score: 240.0
    In this paper, after showing how the postmodern critiques of Enlightenment rationality apply to critical thinking, I argue that a critical discussion on any subject must assume specific principles of rationality. I then show how these principles can be used to critique and reject postmodern claims about the contextual nature of rationality.
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  29. John Hoaglund (1993). Critical Thinking: A Socratic Model. [REVIEW] Argumentation 7 (3):291-311.score: 240.0
    A concept of critical thinking is developed based on the Socratic method and called accordingly a Socratic model. First the features of critical thinking stressed in this model are stated and illustrated. The Socratic method is presented and interpreted, then taken to yield a model of critical thinking. The process of internalization by which the Socratic model helps us to become critical thinkers is described. Argument analysis is considered as a widely used instructional (...)
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  30. Ian Wright (2001). Critical Thinking in the Schools: Why Doesn't Much Happen? Informal Logic 22 (2).score: 240.0
    The teaching of critical thinking in public schooling is a central aim. Yet, despite its widespread acceptance in curriculum documents, critical thinking is rarely taught. Motivated by Onosko (1991), and by the efforts of some post-secondary instructors of critical thinking to get critical thinking taught in schools, I look at the recent literature on (a) critical thinking in the social studies, (b) definitions of, and programs in critical thinking, (...)
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  31. Theodore A. Gracyk (1992). Siegel on Competency Testing and Critical Thinking. Informal Logic 14 (2).score: 240.0
    Harvey Siegel argues that minimum competency testing (MCT) is incompatible with strong sense critical thinking. His arguments are reviewed and contrasted with positions held by John E. McPeck and Michael Scriven. Siegel's arguments seem directed against the prevailing form of MCT. However, alternative formats which allow for the aggregate and context-sensitive nature of critical thinking are not doomed to the arbitrariness Siegel finds. MCT may be a legitimate and useful means for furthering critical thinking (...)
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  32. Richard W. Paul (1989). Critical Thinking in North America: A New Theory of Knowledge, Learning, and Literacy. [REVIEW] Argumentation 3 (2):197-235.score: 240.0
    The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic of (...)
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  33. Bruce R. Reichenbach (2001). Introduction to Critical Thinking. Mcgraw Hill Higher Education.score: 240.0
    This text uses the educational objectives of Benjamin Bloom as six steps to critical thinking (namely: knowledge, comprehension, application, analysis, synthesis, and evaluation). The book starts with the absolute basics (for example, how to find the topic, issue, and thesis) vs. the usual "explaining and evaluating arguments" and fine distinctions that easily can lose students.
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  34. Lewis Vaughn (2008). The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims. Oxford Univeristy Press.score: 240.0
    Enhanced by many innovative exercises, examples, and pedagogical features, The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims, Second Edition, explores the essentials of critical reasoning, argumentation, logic, and argumentative essay writing while also incorporating material on important topics that most other texts leave out. Author Lewis Vaughn offers comprehensive treatments of core topics, including an introduction to claims and arguments, discussions of propositional and categorical logic, and full coverage of the basics of inductive (...)
     
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  35. Hugh Mercer Curtler (2004). Ethical Argument: Critical Thinking in Ethics. Oxford University Press.score: 240.0
    Designed to immediately engage students and other readers in philosophical reflection, the new edition of Ethical Argument: Critical Thinking in Ethics bridges the gap between ethical theory and practice. This brief introduction combines a discussion of ethical theory with fundamental elements of critical thinking--including informal fallacies and the basics of logic--and uses case studies and practical applications to illustrate concepts. Author Hugh Mercer Curtler presents a carefully formulated critique of ethical relativism, encouraging students to reason along (...)
     
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  36. Oliver McAdoo (2011). As Critical Thinking for Aqa. Routledge.score: 240.0
    AS Critical Thinking for AQA is the definitive textbook for students of the current AQA Advanced Subsidiary Level syllabus. Structured very closely around the AQA specification, it covers the two units of the AS level in an exceptionally clear and student-friendly style. The chapters are helpfully subdivided into short digestible passages, and include: intended learning objectives at the beginning of each chapter student exercises at the end of each section with a ‘stretching activity’ for more advanced learners exam (...)
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  37. Burton Frederick Porter (2002). The Voice of Reason: Fundamentals of Critical Thinking. Oxford University Press.score: 240.0
    Lively, comprehensive, and contemporary, The Voice of Reason: Fundamentals of Critical Thinking covers three principal areas: thought and language, systematic reasoning, and modes of proof. It employs highly accessible explanations and a multitude of examples drawn from social issues and various academic fields, showing students and other readers how to construct and criticize arguments using the techniques of sound reasoning. The Voice of Reason examines the traditional elements of the field and also explores new ground. The first section (...)
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  38. Wanda Teays (2009). Second Thoughts: Critical Thinking for a Diverse Society. Mcgraw-Hill Higher Education.score: 240.0
    Part one: Acquiring critical thinking skills -- Out of the fog : the pathway to critical thinking -- Nuts and bolts : the basics of argument -- Analysis : the heart of critical thinking -- Handling claims, drawing inferences -- The logic machine : deductive and inductive reasoning -- Part two: Sharpening the tools -- The persuasive power of analogies -- Fallacies, fallacies : steering clear of argumentative quicksand -- Roll the dice : causal (...)
     
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  39. Phil Washburn (2010). The Vocabulary of Critical Thinking. Oxford University Press.score: 240.0
    The Vocabulary of Critical Thinkingtakes an innovative, practical, and accessible approach to teaching critical thinking and reasoning skills. With the underlying notion that a good way to practice fundamental reasoning skills is to learn to name them, the text explores one hundred and eight words that are important to know and employ within any discipline. These words are about comparing, generalizing, explaining, inferring, judging sources, evaluating, referring, assuming and creating - actions used to assess relationships and arguments (...)
     
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  40. Larry Wright (2001). Critical Thinking: An Introduction to Analytical Reading and Reasoning. Oxford University Press.score: 240.0
    Extensively classroom-tested, Critical Thinking: An Introduction to Analytical Reading and Reasoning provides a non-technical vocabulary and analytic apparatus that guide students in identifying and articulating the central patterns found in reasoning and in expository writing more generally. Understanding these patterns of reasoning helps students to better analyze, evaluate, and construct arguments and to more easily comprehend the full range of everyday arguments found in ordinary journalism. Critical Thinking distinguishes itself from other texts in the field by (...)
     
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  41. Jennifer Wilson Mulnix & M. J. Mulnix (2010). Using a Writing Portfolio Project to Teach Critical Thinking Skills. Teaching Philosophy 33 (1):27-54.score: 216.0
    In this paper, we present an especially effective tool for helping students to learn and apply the skills of critical reasoning. Our Writing Portfolio Project is a set of nine progressively staged writing assignments that guide students through the formulation and development of an argumentative paper. The set of assignments are designed to reinforce, reintroduce, and repeat critical reasoning skills. In this paper, we articulate the potential uses for the Writing Portfolio Project, give a brief explanation of the (...)
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  42. Jennifer Wilson Mulnix (2010). Using a Writing Portfolio Project to Teach Critical Thinking Skills. Teaching Philosophy 33 (1):27-54.score: 216.0
    In this paper, we present an especially effective tool for helping students to learn and apply the skills of critical reasoning. Our Writing Portfolio Project is a set of nine progressively staged writing assignments that guide students through the formulation and development of an argumentative paper. The set of assignments are designed to reinforce, reintroduce, and repeat critical reasoning skills. In this paper, we articulate the potential uses for the Writing Portfolio Project, give a brief explanation of the (...)
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  43. Sam Butchart, Toby Handfield & Greg Restall (2009). Teaching Philosophy, Logic and Critical Thinking Using Peer Instruction. Teaching Philosophy (1):1-40.score: 210.0
    Peer Instruction (or PI for short) is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences.
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  44. Suzanne R. Kirschner (2011). Critical Thinking and the End(s) of Psychology. Journal of Theoretical and Philosophical Psychology 31 (3):173-183.score: 210.0
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  45. Stefaan E. Cuypers & Ishtiyaque Haji (2006). Education for Critical Thinking: Can It Be Non-Indoctrinative? Educational Philosophy and Theory 38 (6):723–743.score: 210.0
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  46. Donald Vandenberg (2009). Critical Thinking About Truth in Teaching: The Epistemic Ethos. Educational Philosophy and Theory 41 (2):155-165.score: 210.0
    This paper discusses the most persistent controversial issue that occurred in Western educational philosophy ever since Socrates questioned the Sophists: the role of truth in teaching. Ways of teaching these kinds of controversy issues are briefly considered to isolate their epistemic characteristics, which will enable the interpretation of Plato and Dewey as exemplars of rationalism and empiricism regarding the role of knowledge in the curriculum and thus include their partial truths in the epistemic ethos of teaching. The consideration of pedagogy (...)
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  47. Duck-Joo Kwak (2007). Re-Conceptualizing Critical Thinking for Moral Education in Culturally Plural Societies. Educational Philosophy and Theory 39 (4):460–470.score: 210.0
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  48. Richard Paul (2012). Reflections on the Nature of Critical Thinking, Its History, Politics, and Barriers and on Its Status Across the College/UniversityCurriculum Part II. Inquiry: Critical Thinking Across the Disciplines 27 (1):5-30.score: 210.0
    This is Part II of a reflection by Richard Paul on critical thinking, its theory and pedagogy, and on political and personal barriers to critical thinking education and practice. Part I of Paul’s reflection appeared in INQUIRY, Vol. 26 No. 3 (Fall 2011), pp. 5-24. In Part II Paul focuses on the concept of critical thinking, pointing out its unifying features as well as the many ways it can be contextualized in human thought and (...)
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  49. Mark Mason (2007). Critical Thinking and Learning. Educational Philosophy and Theory 39 (4):339–349.score: 210.0
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  50. Thomas Teo (2011). Radical Philosophical Critique and Critical Thinking in Psychology. Journal of Theoretical and Philosophical Psychology 31 (3):193-199.score: 210.0
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