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

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  1. Marie-France Daniel & Mathieu Gagnon (2012). Pupils ’Age and Philosophical Praxis: Two Factors That Influence the Development of Critical Thinking in Children‘. Childhood and Philosophy 8:105-130.
    One of the fundamental objectives of Philosophy for Children is the cognitive development of elementary and secondary school pupils. In this text, we examine to what extent the age of the children and the number of years of praxis in P4C influence the development of their critical thinking. To do so we used, as an analysis grid, the model of the developmental process of dialogical critical thinking that emerged from the analysis of transcripts of (...)
     
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  2.  15
    Mark J. Palombo (2005). Case Method in a Graduate Children's Literature Course to Foster Critical Thinking. Inquiry 24 (3):17-20.
    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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  3.  24
    Marie-France Daniel, Louise Lafortune & Pierre Mongeau (2003). The Development of Dialogical Critical Thinking in Children. Inquiry 22 (4):43-55.
    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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  4. 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.
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  5.  1
    Marie-France Daniel, Louise Lafortune, Richard Pallascio, Laurance Splitter, Christina Slade & Teresa de la Garza, Modeling the Development Process of Dialogical Critical Thinking in Pupils Aged 10 to 12 Years.
    This research project investigated manifestations of critical thinking in pupils 10 to 12 years of age during their group discussions held in the context of Philosophy for Children Adapted to Mathematics. The objective of the research project was to examine, through the pupils' discussions, the development of dialogical critical thinking processes. The research was conducted during an entire school year. The research method was based on the Grounded Theory approach; the material used consisted of transcripts (...)
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  6.  74
    Marie-France Daniel & Emmanuelle Auriac (2011). Philosophy, Critical Thinking and Philosophy for Children1. Educational Philosophy and Theory 43 (5):415-435.
    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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  7.  3
    Jeris F. Cassel (1993). Critical Thinking: An Annotated Bibliography. The Scarecrow Press.
  8.  29
    Ron Shaw (2008). Philosophy in the Classroom: Improving Your Pupils' Thinking Skills and Motivating Them to Learn. Routledge.
    Philosophy in the Classroom helps teachers tap in to childrena??s natural wonder and curiosity.
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  9. 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.
     
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  10.  49
    Richard Oxenberg, Bloodthink, Doublethink, and the Duplicitous Mind: On the Need for Critical Thinking in a Just Society.
    "Crooked people deceive themselves in order to deceive others; in this way the world comes to ruin." This quote from a medieval Confucianist expresses the ethical danger of self-deception. My paper examines the psychological proclivity for self-deception and argues that it lies behind much social and interpersonal injustice. I review Hitler's Mein Kampf, as a premiere example of such cognitive duplicity, and Socratic dialectic, as an example of the cognitive hygiene necessary to combat it. I conclude that a robust educational (...)
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  11.  4
    Tim Sprod (2014). Philosophical Inquiry and Critical Thinking in Primary and Secondary Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 1531-1564.
    If Lipman’s claim that philosophy is the discipline whose central concern is thinking is true, then any attempt to improve students’ scientific critical thinking ought to have a philosophical edge. This chapter explores that position. -/- The first section addresses the extent to which critical thinking is general – applicable to all disciplines – or contextually bound, explores some competing accounts of what critical thinking actually is and considers the extent to which scientific (...)
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  12.  8
    Clarence Burton Sheffield (forthcoming). Promoting Critical Thinking in Higher Education: My Experiences as the Inaugural Eugene H. Fram Chair in Applied Critical Thinking at Rochester Institute of Technology. Topoi:1-9.
    From 2012 to 2015 I was the first Eugene H. Fram Chair in Applied Critical Thinking at Rochester Institute of Technology, in Rochester, NY. To the best of my knowledge it is the only such endowed position devoted solely to this at a major North American university. It was made possible by a generous 3 million dollar gift from an anonymous alumnus who wished to honor a retired faculty member who had taught for 51 years. The honoree was (...)
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  13. Hugh Mercer Curtler (2004). Ethical Argument: Critical Thinking in Ethics. Oxford University Press.
    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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  14.  10
    Ian Wright (2001). Critical Thinking in the Schools: Why Doesn't Much Happen? Informal Logic 22 (2).
    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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  15.  20
    Frank C. Richardson & Brent D. Slife (2011). Critical Thinking in Social and Psychological Inquiry. Journal of Theoretical and Philosophical Psychology 31 (3):165-172.
    Yanchar, Slife, and their colleagues have described how mainstream psychology's notion of critical thinking has largely been conceived of as “scientific analytic reasoning” or “method-centered critical thinking.” We extend here their analysis and critique, arguing that some version of the one-sided instrumentalism and confusion about tacit values that characterize scientistic approaches to inquiry also color phenomenological, critical theoretical, and social constructionist viewpoints. We suggest that hermeneutic/dialogical conceptions of inquiry, including the idea of social theory as (...)
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  16.  17
    Thomas Teo (2011). Radical Philosophical Critique and Critical Thinking in Psychology. Journal of Theoretical and Philosophical Psychology 31 (3):193-199.
    Introducing the concept of tradition and its importance for critical-intellectual development, traditions of radical philosophy and psychology are presented. Emphasizing the role of Marxist and post-Marxist thought in various critical approaches, critical programs are presented as theoretical endeavors that share the critique of ideology. These approaches examine knowledge production and knowledge biases in the sciences and psychology from the perspective of social categories or in terms of power. It is suggested that critical thinking in psychology (...)
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  17.  18
    Richard W. Paul (1989). Critical Thinking in North America: A New Theory of Knowledge, Learning, and Literacy. [REVIEW] Argumentation 3 (2):197-235.
    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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  18.  14
    Michelle Ciurria (2012). Critical Thinking in Moral Argumentation Contexts: A Virtue Ethical Approach. Informal Logic 32 (2):242-258.
    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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  19.  6
    Deanna Kuhn (forthcoming). A Role for Reasoning in a Dialogic Approach to Critical Thinking. Topoi:1-8.
    We note the development of the widely employed but loosely defined construct of critical thinking from its earliest instantiations as a measure of individual ability to its current status, marked by efforts to better connect the construct to the socially-situated thinking demands of real life. Inquiry and argument are identified as key dimensions in a process-based account of critical thinking. Argument is identified as a social practice, rather than a strictly individual competency. Yet, new empirical (...)
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  20.  10
    Guðmundur Heiðar Frímannsson (2016). Reasons and Normativity in Critical Thinking. Studier I Pædagogisk Filosofi 4 (1):3-16.
    The reasons conception is the most prominent account of the nature of critical thinking. It consists in responding appropriately to reasons. Responding to reasons can be following a rule, it can be making an exception to a rule, it can be responding to a situation that is unique. It depends on the context each time what is the appropriate response. Critical thinking is the educational cognate of rationality and is a sine qua non for a reasonable (...)
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  21.  19
    Duck-Joo Kwak (2007). Re-Conceptualizing Critical Thinking for Moral Education in Culturally Plural Societies. Educational Philosophy and Theory 39 (4):460–470.
    This paper critically examines the contemporary educational discourse on critical thinking as one of the primary aims of education, its modernist defence and its postmodernist criticism, so as to explore a new way of conceptualizing critical thinking for moral education. What is at stake in this task is finding a plausible answer to the question of how the teaching of critical thinking in moral education can contribute to leading young people to avoid moral relativism (...)
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  22.  24
    Kenny Siu Sing Huen (2011). Critical Thinking as a Normative Practice in Life: A Wittgensteinian Groundwork. Educational Philosophy and Theory 43 (10):1065-1087.
    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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  23.  6
    David Hitchcock (2004). The Effectiveness of Computer Assisted Instruction in Critical Thinking. Informal Logic 24 (3):183-217.
    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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  24. David R. Morrow & Anthony Weston (2011). A Workbook for Arguments: A Complete Course in Critical Thinking. Hackett Publishing Company, Inc..
    "A Workbook for Arguments" builds on Anthony Weston's "Rulebook for Arguments" to provide a complete textbook for a course in critical thinking or informal logic. "Workbook" includes: The entire text of "Rulebook," supplemented with extensive further explanations and exercises. Homework exercises adapted from a wide range of arguments from newspapers, philosophical texts, literature, movies, videos, and other sources. Practical advice to help students succeed when applying the "Rulebook's" rules to the examples in the homework exercises. Suggestions for further (...)
     
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  25.  38
    David R. Morrow & Anthony Weston (2015). A Workbook for Arguments, Second Edition: A Complete Course in Critical Thinking. Hackett Publishing Company, Inc..
    "A Workbook for Arguments" builds on Anthony Weston’s "A Rulebook for Arguments" to provide a complete textbook for a course in critical thinking or informal logic. The second edition adds: Updated and improved homework exercises—nearly one third are new—to ensure that the examples continue to resonate with students. Increased coverage of scientific reasoning, demonstrating how scientific reasoning dovetails with critical thinking more generally Two new activities in which students analyze arguments in their original form, as provided (...)
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  26.  31
    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.
    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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  27.  3
    Rika Preiser (2016). A Response to the Dialogical Hermeneutics of Critical Complexity Thinking in Kunneman’s Reframing of “The Political Importance of Voluntary Work”. Foundations of Science 21 (2):439-443.
    Responding to Kunneman’s argument that the notion of ‘ethical complexity’ introduces an existential and ethical turn in the field of complexity thinking, it is argued that Kunneman’s concept of ‘diapoiesis’ corresponds to a critical interpretation of ‘complexity thinking’. By applying critical complexity thinking to the notion of voluntary work, Kunneman explores the possibility of rearticulating the notion of voluntary work outside the boundaries of the static economic paradigm of consumption and production of labor. He redefines (...)
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  28.  22
    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.
    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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  29.  8
    Mona Gupta & Ross Upshur (2012). Critical Thinking in Clinical Medicine: What is It? Journal of Evaluation in Clinical Practice 18 (5):938-944.
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  30.  8
    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).
    Teaching Critical Thinking in the "Strong" Sense: A Focus On Self-Deception, World Views, and a Dialectical Mode of Analysis.
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  31.  3
    Mark Battersby (1989). Critical Thinking as Applied Epistemology: Relocating Critical Thinking in the Philosophical Landscape. Informal Logic 11 (2).
    Critical Thinking as Applied Epistemology: Relocating Critical Thinking in the Philosophical Landscape.
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  32.  4
    Amanda Hiner (2013). Critical Thinking in the Literature Classroom, Part I: Making Critical Thinking Visible. Inquiry 28 (1):26-35.
    Literary analysis offers English instructors an ideal vehicle for modeling, practicing, and teaching critical thinking skills. Because literature students must master the skills of analysis, reasoning, evaluation, and argumentation, they would benefit from deliberate and explicit instruction in the concepts and practices of critical thinking in the classroom. Part I of this paper describes strategies to incorporate explicit instruction in the elements of reasoning and the standards of critical thinking described by critical (...) experts Richard Paul, Linda Elder, and Gerald Nosich into the literature classroom. In the companion piece, “Critical Thinking in the Literature Classroom, Part II: Dickens’s Great Expectations and the Emergent Critical Thinker,” a demonstration is given of how protagonists in literary works such as Pip from Dickens’s Great Expectations can be understood and interpreted as literary representations of an individual’s transition from a first-order, unreflective thinker to a second-order, reflective, metacognitive critical thinker, further illuminating the literary texts and further reinforcing students’ understanding of the concepts of critical thinking. (shrink)
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  33.  4
    Elena Lyutykh (2009). Practicing Critical Thinking in an Educational Psychology Classroom: Reflections From a Cultural-Historical Perspective. Educational Studies 45 (4):377-391.
    (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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  34.  3
    Frans H. Van Eemeren & R. Grootendorst (1987). Teaching Argumentation Analysis and Critical Thinking in the Netherlands. Informal Logic 9 (2).
    Teaching Argumentation Analysis and Critical Thinking in the Netherlands.
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  35. Hugh Mercer Curtler (2004). Ethical Argument: Critical Thinking in Ethics. Oxford University Press Usa.
    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.  19
    Stephen Tyreman (2000). Promoting Critical Thinking in Health Care: Phronesis and Criticality. Medicine, Health Care and Philosophy 3 (2):117-124.
    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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  37.  15
    Linda Ferren, Rebecca Molden & Betty B. Ragland (2000). Coaching for Critical Thinking in Collaborative Settings. Inquiry 19 (3):44-50.
    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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  38.  15
    Steve Mashalidis (2001). Critical Thinking in Values Education. Inquiry 20 (4):5-12.
    This paper underlines the need for teaching morals and values through critical reflection and active genuine dialogue. It promotes the pedagogy of dialogue within educational institutions, the creation of multi-dimensional learning environments for the cultivation and dissemination of intersubjective understandings of diverse moral worldviews, the use of critical thinking skills and intellectual traits of mind forethical decision-making, and the communication of values and morals through dialogue. An argument is advanced to show how reflective dialogue lays the groundwork (...)
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  39.  13
    Bruce Davidson (2004). The Gospel of Critical Thinking in the Land of Harmony. Inquiry 23 (3):5-10.
    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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  40.  7
    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.
    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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  41. Loren J. Thompson (1995). Habits of the Mind: Critical Thinking in the Classroom. Upa.
    Educators on all levels will benefit from this book that is dedicated to the importance of learning reasoning skills concurrently with subject matter. Habits of the Mind, written by a thirty-year veteran in the field of education, is ultimately concerned with the total strengthening of education in America through the teaching of logical and critical thinking.
     
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  42.  18
    Maughn Gregory & Judith Minier (1998). Introduction to Special Issue on Education for Critical Thinking in the 21st Century. Inquiry 18 (2):4-7.
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  43.  4
    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.
    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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  44.  17
    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.
    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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  45.  10
    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.
    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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  46. Ivan Olson (2000). The Arts and Critical Thinking in American Education. Bergin & Garvey.
     
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  47.  23
    Donald Vandenberg (2009). Critical Thinking About Truth in Teaching: The Epistemic Ethos. Educational Philosophy and Theory 41 (2):155-165.
    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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  48.  42
    Olga Hubard (2011). Rethinking Critical Thinking and its Role in Art Museum Education. Journal of Aesthetic Education 45 (3):15-21.
    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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  49.  17
    Yoram Harpaz (2010). Conflicting Logics in Teaching Critical Thinking. Inquiry 25 (2):5-17.
    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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  50. Sharon Bailin, Mark Battersby & Patrick Clauss, Reason in the Balance: Teaching Critical Thinking as Dialectical.
    In this paper we describe the approach to critical thinking pedagogy used in our new text, Reason in the Balance: An Inquiry Approach to Critical Thinking. In this text we concentrate on develop-ing students’ ability to analyze and assess competing arguments in a dialectical context. This approach shifts the emphasis from the more common and traditional approach of evaluating individual arguments and fallacy identification. Our focus is on teaching students to analyze and assess competing arguments sur-rounding (...)
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