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

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  1. Mark J. Palombo (2005). Case Method in a Graduate Children's Literature Course to Foster Critical Thinking. Inquiry 24 (3):17-20.score: 198.0
    This research describes and presents a reading comprehension strategy called the Question-Answer Relationship (QAR) that was used in a graduate level children’s literature course that combined the characteristics of the case study method and critical thinking connected to picture books. The intent of the research was to provide a framework to graduate students for teaching both reading comprehension and critical thinking, The use of questioning served as the structure or strategy for the graduate students to (...)
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  2. Marie-France Daniel, Louise Lafortune & Pierre Mongeau (2003). The Development of Dialogical Critical Thinking in Children. Inquiry 22 (4):43-55.score: 182.3
    In this paper, we study the manifestations of what we call “dialogical critical thinking” in elementary school pupils when they are engaged in philosophical exchanges among peers: What are thecharacteristics of dialogical critical thinking? How does it develop in youngsters? Our research was conducted during an entire school year, with eight groups of pupils from three different cultural contexts: Australia, Mexico and Quebec. Our findings were constructed in an inductive manner, inspired by qualitative analysis as defined (...)
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  3. L. J. Rogers (2003). RW Mitchell (Ed.). Pretending and Imagination in Animals and Children. Cambridge: Cambridge University Press. T. Bowell & G. Kemp. Critical Thinking–A Concise Guide. London: Routledge. HJ Gensler. Introduction to Logic. London: Routledge. A. Thomson. Critical Reasoning–A Practical Introduction. London: Routledge. [REVIEW] Cognition 89:65-66.score: 148.5
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  4. Marie-France Daniel & Emmanuelle Auriac (2011). Philosophy, Critical Thinking and Philosophy for Children1. Educational Philosophy and Theory 43 (5):415-435.score: 147.8
    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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  5. Ian Wright (2001). Critical Thinking in the Schools: Why Doesn't Much Happen? Informal Logic 22 (2).score: 144.0
    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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  6. Hugh Mercer Curtler (2004). Ethical Argument: Critical Thinking in Ethics. Oxford University Press.score: 144.0
    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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  7. Michelle Ciurria (2012). Critical Thinking in Moral Argumentation Contexts: A Virtue Ethical Approach. Informal Logic 32 (2):242-258.score: 143.3
    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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  8. Richard W. Paul (1989). Critical Thinking in North America: A New Theory of Knowledge, Learning, and Literacy. [REVIEW] Argumentation 3 (2):197-235.score: 143.3
    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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  9. Jeris F. Cassel (1993). Critical Thinking: An Annotated Bibliography. The Scarecrow Press.score: 142.5
  10. Ron Shaw (2008). Philosophy in the Classroom: Improving Your Pupils' Thinking Skills and Motivating Them to Learn. Routledge.score: 141.0
    Philosophy in the Classroom helps teachers tap in to childrena??s natural wonder and curiosity.
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  11. 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: 141.0
    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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  12. David Hitchcock (2004). The Effectiveness of Computer Assisted Instruction in Critical Thinking. Informal Logic 24 (3).score: 141.0
    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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  13. Daniela G. Camhy (ed.) (1994). Children, Thinking, and Philosophy: Proceedings of the 5th International Conference of Philosophy for Children, Graz, 1992 = Das Philosophische Denken Von Kindern: Kongressband des 5. Internationalen Kongresses für Kinderphilosophie, Graz, 1992. [REVIEW] Academia Verlag.score: 138.0
     
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  14. Alhasan Allamnakhrah (2012). Critical Thinking Implementation by Lecturers at Two Secondary Pre-Service Teacher Education Programs in Saudi Arabia. Inquiry: Critical Thinking Across the Disciplines 27 (3):39-49.score: 127.5
    Although there are differences among critical thinking (hereafter CT) theorists about aspects of critical thinking, there is consensus about its importance in education. Several Saudi scholars argue that there is a lack of CT among Saudi students at high school which is attributed to the lack of teacher knowledge and practice of CT. This qualitative case study based on Paul’s theoretical framework (1992) investigates the implementation of CT at two secondary preservice teacher education programs in Saudi (...)
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  15. Stephen Tyreman (2000). Promoting Critical Thinking in Health Care: Phronesis and Criticality. Medicine, Health Care and Philosophy 3 (2):117-124.score: 118.3
    This paper explores the notion of ‘expert’ health care practitioner in the context of critical thinking and health care education where scientific rather than philosophical inquiry has been the dominant mode of thought. A number of factors have forced are appraisal in this respect: the challenge brought about by the identification of complex ethical issues in clinical situations; medicine's `solving' of many of the simple health problems; the recognition that uncertainty is a common and perhaps innate feature of (...)
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  16. Mona Gupta & Ross Upshur (2012). Critical Thinking in Clinical Medicine: What is It? Journal of Evaluation in Clinical Practice 18 (5):938-944.score: 117.8
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  17. Mark Battersby (1989). Critical Thinking as Applied Epistemology: Relocating Critical Thinking in the Philosophical Landscape. Informal Logic 11 (2).score: 117.0
    Critical Thinking as Applied Epistemology: Relocating Critical Thinking in the Philosophical Landscape.
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  18. Elena Lyutykh (2009). Practicing Critical Thinking in an Educational Psychology Classroom: Reflections From a Cultural-Historical Perspective. Educational Studies 45 (4):377-391.score: 117.0
    (2009). Practicing Critical Thinking in an Educational Psychology Classroom: Reflections from a Cultural-Historical Perspective. Educational Studies: Vol. 45, No. 4, pp. 377-391.
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  19. David Morrison, Sharinaz Hassan, Rosanna Mary Rooney, Robert Kane, Clare Roberts & Vincent Mancini (2013). Prevention of Internalising Disorders in 9-10 Year Old Children: Efficacy of the Aussie Optimism Positive Thinking Skills Program at 30-Month Follow-Up. [REVIEW] Frontiers in Psychology 4:988.score: 117.0
    The Aussie Optimism: Positive Thinking Skills Program (AOP-PTS) is an innovative curriculum-based mental health promotion program based on cognitive and behavioural strategies. The program is aimed at preventing depressive and anxiety symptoms and disorders in middle primary school children aged 9-10 years. Students from 22 low SES primary schools (N = 910) were randomly assigned to an intervention or a control group and assessed at the 30-month follow-up. The intervention group received the program implemented by teachers and the (...)
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  20. Richard Paul (1984). Teaching Critical Thinking in the "Strong" Sense: A Focus On Self-Deception, World Views, and a Dialectical Mode of Analysis. Informal Logic 4 (2).score: 117.0
    Teaching Critical Thinking in the "Strong" Sense: A Focus On Self-Deception, World Views, and a Dialectical Mode of Analysis.
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  21. Frans H. Van Eemeren & R. Grootendorst (1987). Teaching Argumentation Analysis and Critical Thinking in the Netherlands. Informal Logic 9 (2).score: 117.0
    Teaching Argumentation Analysis and Critical Thinking in the Netherlands.
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  22. Sara Goering (2008). Finding and Fostering the Philosophical Impulse in Young People: A Tribute to the Work of Gareth B. Matthews. Metaphilosophy 39 (1):39–50.score: 116.3
    This article highlights Gareth Matthews's contributions to the field of philosophy for young children, noting especially the inventiveness of his style of engagement with children and his confidence in children's ability to analyze perplexing issues, from cosmology to death and dying. I relate here my experiences in introducing philosophical topics to adolescents, to show how Matthews's work can be successfully extended to older students, and I recommend taking philosophy outside the university as a way to foster (...) thinking in young students and to improve the public status of the profession. (shrink)
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  23. Bruce Davidson (2004). The Gospel of Critical Thinking in the Land of Harmony. Inquiry 23 (3):5-10.score: 116.3
    Convinced that critical thinking has value for people in Japan, the author describes his experiences introducing critical thinking to the educational scene there. Finding students to be too uncritical aboutsources of information, he began teaching and promoting it among students and colleagues. Initially, some discouraging responses came from the latter group because of Japanese social norms in largemeetings and organizations. The author has since learned to make use of less explicit approaches to presenting critical (...) to fellow teachers and students. Among students, these include treating itas a collaborative activity and as an intellectual game. It was also necessary to deal explicitly with conceptual barriers, such as student views of friendship and popularity. Generally speaking, encouraging progress has been evident in classes and in the academic community. (shrink)
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  24. Linda Ferren, Rebecca Molden & Betty B. Ragland (2000). Coaching for Critical Thinking in Collaborative Settings. Inquiry 19 (3):44-50.score: 116.3
    Lecture was the most prevalent teaching style in the colleges and universities we attended. Hired as a lecturer by a local university, the lead author choose to approach teaching based on two principles: first to teach the way she preferred to learn, which is in groups, and second to be both a teacher and a fellow learner.Ten adult practitioners were enrolled in the graduate course Iisted as “The Trainer/Manager as Coach.” This article includes their experiences along with those of the (...)
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  25. Robert L. Williams, Sherry K. Bain & Susan L. Stockdale (2003). Role of Critical Thinking in Judging Accuracy and Sources of Claims Regarding Human Development. Inquiry 22 (4):65-72.score: 116.3
    Teacher-education students in a large Human Development course took a generic critical thinking test and 2 companion questionnaires related to the accuracy of human-development claims andperceived sources of information for evaluating those claims. Based on their initial critical thinking scores, some students were identified as high or low critical thinkers and subsequently compared ontheir evaluations of developmental claims and perceived sources of information for their evaluations. The critical thinking groups differed in the following (...)
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  26. Donald Vandenberg (2009). Critical Thinking About Truth in Teaching: The Epistemic Ethos. Educational Philosophy and Theory 41 (2):155-165.score: 115.5
    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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  27. Sarah L. Gorniak, Kevin J. Riggs & Sarah R. Beck (2011). Relating Developments in Children's Counterfactual Thinking and Executive Functions. Thinking and Reasoning 15 (4):337-354.score: 115.5
    The performance of 93 children aged 3 and 4 years on a battery of different counterfactual tasks was assessed. Three measures: short causal chains, location change counterfactual conditionals, and false syllogisms—but not a fourth, long causal chains—were correlated, even after controlling for age and receptive vocabulary. Children's performance on our counterfactual thinking measure was predicted by receptive vocabulary ability and inhibitory control. The role that domain general executive functions may play in 3- to 4-year olds' counterfactual (...) development is discussed. (shrink)
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  28. Olga Hubard (2011). Rethinking Critical Thinking and its Role in Art Museum Education. Journal of Aesthetic Education 45 (3):15-21.score: 114.8
    Meaningful interactions with works of art are often absent from education. Across the country, art museums are intent on changing this situation. But to incorporate art viewing1 into an educational milieu that does not value art, art museum educators are constantly forced to justify the educational value of their programs. One common argument to substantiate the worth of art viewing is that it promotes critical thinking. In fact, several museums across the United States assert that the goal of (...)
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  29. Thomas Teo (2011). Radical Philosophical Critique and Critical Thinking in Psychology. Journal of Theoretical and Philosophical Psychology 31 (3):193-199.score: 114.8
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  30. Yoram Harpaz (2010). Conflicting Logics in Teaching Critical Thinking. Inquiry 25 (2):5-17.score: 114.8
    The article aims at (1) organizing the theoretical ideas of critical thinking on the basis of an overall and systematic conception of education, (2) exposing tensions and contradictions in the various conceptions of critical thinking and (3) suggesting a directing principle for the teaching of critical thinking. In order to achieve these far-reaching aims, the author projects “The Cognitive Map of Instruction” developed by Zvi Lamm on the discourse of critical thinking. Through (...)
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  31. Frank C. Richardson & Brent D. Slife (2011). Critical Thinking in Social and Psychological Inquiry. Journal of Theoretical and Philosophical Psychology 31 (3):165-172.score: 114.8
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  32. Ivan Olson (2000). The Arts and Critical Thinking in American Education. Bergin & Garvey.score: 114.8
     
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  33. Peter Bradley (2010). Teaching Modeling in Critical Thinking. Teaching Philosophy 33 (2):123-147.score: 114.0
    Scientific reasoning has long been an integral part of critical thinking taxonomies. In practice, however, it is frequently limited to induction, hypothesis testing and experimental design, thereby neglecting the central importance of modeling to contemporary scientific reasoning. In this paper, I wish to establish that this neglect undermines the possibility of critical engagement with the public discourse surrounding scientific reasoning. As a step towards rectifying that disconnect, I present one resource that I have developed to teach modeling (...)
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  34. Christine M. Cress (2003). Critical Thinking Development in Service-Learning Activities. Inquiry 23 (1-2):87-93.score: 114.0
    This study investigated student development of critical thinking skills in senior-level service-Iearning courses. The methodology included a pre- and post-test design. Findings indicate that facilitating critical thinking as a function of developing critically engaged students is related to the pedagogical types of course content, discussions, and activities.
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  35. Maralee Harrell, The Improvement of Critical Thinking Skills in What Philosophy.score: 114.0
    Maralee Harrell. The Improvement of Critical Thinking Skills in What Philosophy.
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  36. Idolina Hernandez (2011). Critical Thinking and Social Interaction in the Online Environment. Inquiry 26 (1):55-61.score: 114.0
    Critical thinking is often assumed to be an integral part of learning in higher education. This learning increasingly takes place in the online environment, where students and faculty are challenged to engage in a collaborative project of critical thinking. This paper seeks to explore the process of critical thinking that is currently taking place online and proposes that social interaction and the social construction of knowledge are integral parts of this process. Discussion boards from (...)
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  37. Robert L. Williams & Stephen L. Worth (2001). The Relationship of Critical Thinking to Success in College. Inquiry 21 (1):5-16.score: 114.0
    The definition, assessment, predictive validity, demographic correlates, and promotion of critical thinking at the college level are addressed in this article. Although the definitions of critical thinking vary substantially, a common theme is the linkage of conclusions to relevant evidence. Assessment measures range from quasi-standardized instruments to informal class assessment and include both generic and subject-specific formats. Although critical thinking potentially serves both as a predictor of college success and as a criterion of suceess, (...)
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  38. Mary Vasudeva & Stuart Keeley (2004). Critical Thinking as a Constructive Rather Than Destructive Force in Interpersonal Relationships. Inquiry 23 (3):17-22.score: 114.0
    Transferring critical thinking skills and dispositions from the classroom to our relationships is fraught with peril. The constructive infusion of criticality into interpersonal relationships, however, can greatlyenrich such relationships. An important question is how best to accomplish this enrichment process. In response to that question, we suggest the following strategies to facilitate the process of criticality in a relationship: (1) recognize potential argument frames and explore and negotiate these within the context of our relationships; (2) recognize one’s own (...)
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  39. Chris Jackson (2012). Recent Texts in Critical Thinking. Teaching Philosophy 35 (4):411-423.score: 114.0
    Four books in the area of critical thinking will be reviewed in this article. One of them is not like the others. The first book reviewed is not a critical-thinking text; it is a compilation of papers presented at a conference about critical thinking. The other three are intended as critical-thinking texts best suited for lower-division college courses. Limitations of space do not allow for a detailed review of the conference papers. It (...)
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  40. Robert Mutti (2014). Making Up Your Mind: A Textbook in Critical Thinking. Broadview Press.score: 114.0
    Making Up Your Mind is oriented toward the writing of arguments. It gives students techniques that they can use to better understand, organize, and present their own thoughts. The book provides an exceptionally clear statement of what critical thinking adds to the study of logic, along with complete and systematic coverage of all crucial logical operators and major logical relations. It also offers exceptionally clear and informative discussions of the definition of argument, the distinction between induction and deduction, (...)
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  41. James Russell, Dean Alexis & Nicola Clayton (2010). Episodic Future Thinking in 3- to 5-Year-Old Children: The Ability to Think of What Will Be Needed From a Different Point of View. [REVIEW] Cognition 114 (1):56-71.score: 114.0
    Assessing children's episodic future thinking by having them select items for future use may be assessing their functional reasoning about the future rather than their future episodic thinking. In an attempt to circumvent this problem, we capitalised on the fact that episodic cognition necessarily has a spatial format (Clayton & Russell, 2009; Hassabis & Maguire, 2007). Accordingly, we asked children of 3, 4, and 5 to chose items they would need to play a game (blow football) (...)
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  42. Mark Weinstein (1984). Musclebuilding for Strength in Critical Thinking. Informal Logic 5 (1).score: 114.0
    Musclebuilding for Strength in Critical Thinking.
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  43. Duck-Joo Kwak (2007). Re-Conceptualizing Critical Thinking for Moral Education in Culturally Plural Societies. Educational Philosophy and Theory 39 (4):460–470.score: 112.5
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  44. Maralee Harrell (2012). Assessing the Efficacy of Argument Diagramming to Teach Critical Thinking Skills in Introduction to Philosophy. Inquiry: Critical Thinking Across the Disciplines 27 (2):31-39.score: 111.0
    After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we performed an experiment twice over the course of two semesters to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the first semester, and five in the second; in each semester students in some lectures were taught the material using argument diagrams as a tool to aid understanding (...)
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  45. John Peter Portelli & Ronald F. Reed (eds.) (1995). Children, Philosophy, and Democracy. Detselig Enterprises.score: 111.0
     
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  46. Trudy Govier (1997). Socrates' Children: Thinking and Knowing in the Western Tradition. Broadview Press.score: 108.0
    How do Humans Think? How should we think? Almost all of philosophy and a great deal else depends in large part on the answers that we provide to such questions. Yet they are almost impossible to deal with in isolation; notions about nature of thought are almost bound to connect with metaphysical notions about where ideas come from, with notions about appropriate arenas for certainty, doubt, and belief, and hence with moral and religious ideas. The Western tradition of thinking (...)
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  47. Teresa McCormack & Christoph Hoerl (2011). Tool Use, Planning and Future Thinking in Children and Animals. In Teresa McCormack, Christoph Hoerl & Stephen Butterfill (eds.), Tool use and causal cognition. Oxford University Press. 129.score: 105.8
    This chapter considers in what sense, if any, planning and future thinking is involved both in the sort of behaviour examined by McCarty et al. (1999) and in the sort of behaviour measured by researchers creating versions of Tulving's spoon test. It argues that mature human planning and future thinking involves a particular type of temporal cognition, and that there are reasons to be doubtful as to whether either of those two approaches actually assesses this type of cognition. (...)
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  48. Wenche S. Bjorbækmo & Gunn H. Engelsrud (2011). Experiences of Being Tested: A Critical Discussion of the Knowledge Involved and Produced in the Practice of Testing in Children's Rehabilitation. Medicine, Health Care and Philosophy 14 (2):123-131.score: 103.5
    Intensive professional testing of children with disabilities is becoming increasingly prominent within the field of children’s rehabilitation. In this paper we question the high quality ascribed to standardized assessment procedures. We explore testing practices using a hermeneutic-phenomenological approach analyzing data from interviews and participant observations among 20 children with disabilities and their parents. All the participating children have extensive experience from being tested. This study reveals that the practices of testing have certain limitations when confronted with (...)
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  49. Adir Cohen (2008). Filosofim Ḳeṭanim: Filosofyah Li-Yeladim Ṿe-ʻim Yeladim. Amatsyah.score: 102.0
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