Results for 'Critical thinking in children'

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  1.  3
    Case Method in a Graduate Children’s Literature Course to Foster Critical Thinking.Dan T. Ouzts & Mark J. Palombo - 2005 - Inquiry: Critical Thinking Across the Disciplines 24 (3):17-20.
    This research describes and presents a reading comprehension strategy called the Question-Answer Relationship 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 subsequently (...)
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  2. Case Method in a Graduate Children’s Literature Course to Foster Critical Thinking: Picture Books and the QAR.Dan T. Ouzts & Mark J. Palombo - 2005 - Inquiry: Critical Thinking Across the Disciplines 24 (3):17-20.
    This research describes and presents a reading comprehension strategy called the Question-Answer Relationship 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 subsequently (...)
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  3. Pupils ’Age and Philosophical Praxis: Two Factors That Influence the Development of Critical Thinking in Children‘.Marie-France Daniel & Mathieu Gagnon - 2012 - 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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  4.  18
    Case Method in a Graduate Children's Literature Course to Foster Critical Thinking.Mark J. Palombo - 2005 - Inquiry : An Interdisciplinary Journal of Philosophy 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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  5.  25
    The Development of Dialogical Critical Thinking in Children.Marie-France Daniel, Louise Lafortune & Pierre Mongeau - 2003 - Inquiry : An Interdisciplinary Journal of Philosophy 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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  6. 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]L. J. Rogers - 2003 - Cognition 89:65-66.
     
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  7.  1
    Modeling the Development Process of Dialogical Critical Thinking in Pupils Aged 10 to 12 Years.Marie-France Daniel, Louise Lafortune, Richard Pallascio, Laurance Splitter, Christina Slade & Teresa de la Garza - unknown
    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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  8.  81
    Philosophy, Critical Thinking and Philosophy for Children1.Marie-France Daniel & Emmanuelle Auriac - 2011 - 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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  9.  4
    Critical Thinking: An Annotated Bibliography.Jeris F. Cassel - 1993 - The Scarecrow Press.
  10.  14
    Philosophy for Children in Australia: Then, Now, and Where to From Here?Gilbert Burgh & Simone Thornton - 2016 - Re-Engaging with Politics: Re-Imagining the University, 45th Annual Conference of the Philosophy of Education Society of Australasia, ACU, Melbourne, 5-8 Dec 2015.
    In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on the educational value of (...)
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  11.  38
    Philosophy in the Classroom: Improving Your Pupils' Thinking Skills and Motivating Them to Learn.Ron Shaw - 2008 - Routledge.
    Philosophy in the Classroom helps teachers tap in to childrena??s natural wonder and curiosity.
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  12. 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]Daniela G. Camhy (ed.) - 1994 - Academia Verlag.
     
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  13.  95
    Bloodthink, Doublethink, and the Duplicitous Mind: On the Need for Critical Thinking in a Just Society.Richard Oxenberg - manuscript
    "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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  14.  10
    Philosophical Inquiry and Critical Thinking in Primary and Secondary Science Education.Tim Sprod - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 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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  15. Ethical Argument: Critical Thinking in Ethics.Curtler Hugh Mercer - 2004 - 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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  16.  22
    Promoting Critical Thinking in Higher Education: My Experiences as the Inaugural Eugene H. Fram Chair in Applied Critical Thinking at Rochester Institute of Technology.Clarence Burton Sheffield - forthcoming - 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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  17.  13
    Critical Thinking in the Schools: Why Doesn't Much Happen?Ian Wright - 2001 - 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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  18.  21
    Critical Thinking in Social and Psychological Inquiry.Frank C. Richardson & Brent D. Slife - 2011 - 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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  19.  19
    Radical Philosophical Critique and Critical Thinking in Psychology.Thomas Teo - 2011 - 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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  20.  23
    Critical Thinking in North America: A New Theory of Knowledge, Learning, and Literacy. [REVIEW]Richard W. Paul - 1989 - 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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  21.  16
    Critical Thinking in Moral Argumentation Contexts: A Virtue Ethical Approach.Michelle Ciurria - 2012 - 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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  22.  21
    Re-Conceptualizing Critical Thinking for Moral Education in Culturally Plural Societies.Duck-Joo Kwak - 2007 - 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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  23.  13
    A Role for Reasoning in a Dialogic Approach to Critical Thinking.Deanna Kuhn - forthcoming - 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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  24.  15
    Reasons and Normativity in Critical Thinking.Guðmundur Heiðar Frímannsson - 2016 - 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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  25.  25
    Critical Thinking as a Normative Practice in Life: A Wittgensteinian Groundwork.Kenny Siu Sing Huen - 2011 - 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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  26.  6
    The Effectiveness of Computer Assisted Instruction in Critical Thinking.David Hitchcock - 2003 - 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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  27. A Workbook for Arguments: A Complete Course in Critical Thinking.David R. Morrow & Anthony Weston - 2011 - Hackett Publishing Company.
    "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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  28. A Workbook for Arguments, Second Edition: A Complete Course in Critical Thinking.David R. Morrow & Anthony Weston - 2015 - Hackett Publishing Company.
    "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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  29.  35
    Assessing the Efficacy of Argument Diagramming to Teach Critical Thinking Skills in Introduction to Philosophy.Maralee Harrell - 2012 - 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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  30.  3
    A Response to the Dialogical Hermeneutics of Critical Complexity Thinking in Kunneman’s Reframing of “The Political Importance of Voluntary Work”.Rika Preiser - 2016 - 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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  31.  2
    Review of The Palgrave Handbook of Critical Thinking in Higher Education Part V “Critical Thinking and the Cognitive Sciences”. [REVIEW]David Wright - 2015 - Inquiry: Critical Thinking Across the Disciplines 30 (2):54-62.
    This review essay discusses three articles from the Palgrave Handbook of Critical Thinking in Higher Education concerned with outlining the connection between cognitive science and critical thinking. All of the authors explain how recent findings in cognitive science, such as research on heuristics and cognitive biases might be incorporated into the critical thinking curriculum. The authors also elaborate on how recent findings in metacognition can reshape critical thinking pedagogy. For instance, the essays (...)
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  32.  6
    Critical Thinking in the Literature Classroom, Part I: Making Critical Thinking Visible.Amanda Hiner - 2013 - Inquiry: Critical Thinking Across the Disciplines 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.  1
    Critical Thinking in Values Education.Steve Mashalidis - 2001 - Inquiry: Critical Thinking Across the Disciplines 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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  34. The Gospel of Critical Thinking in the Land of Harmony.Bruce Davidson - 2004 - Inquiry: Critical Thinking Across the Disciplines 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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  35. Critical Thinking for Life: Valuing, Measuring, and Training Critical Thinking in All Its Forms.Peter Facione & Noreen Facione - 2013 - Inquiry: Critical Thinking Across the Disciplines 28 (1):5-25.
    This essay describes the questions which shaped and continue to fuel Peter and Noreen Facione’s passionate involvement with critical thinking, its definition, measurement, training, and practical application to everyday decisions, big and small. In reflecting on their work they say “we have identified three groups of questions: those vexing, recurring questions that motivate us to explore critical thinking, those scholarly questions around which we organized our empirical and conceptual research, and those urgent practical questions which demand (...)
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  36. Coaching for Critical Thinking in Collaborative Settings.Linda Ferren, Rebecca Molden & Betty B. Ragland - 2000 - Inquiry: Critical Thinking Across the Disciplines 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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  37. Coaching for Critical Thinking in Collaborative Settings: The FaciIitator and Participants’ Experiences of Merging Theory and Practice.Linda Ferren, Rebecca Molden & Betty B. Ragland - 2000 - Inquiry: Critical Thinking Across the Disciplines 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. Role of Critical Thinking in Judging Accuracy and Sources of Claims Regarding Human Development.Robert L. Williams, Sherry K. Bain & Susan L. Stockdale - 2003 - Inquiry: Critical Thinking Across the Disciplines 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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  39.  9
    Richard Paul’s Contributions to the Field of Critical Thinking and to the Establishment of First Principles of in Critical Thinking.Linda Elder - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (1):8-33.
    Beginning in his PhD program, and over a period of years in the 1960s, Richard Paul thoughtfully examined and deliberately critiqued existing theories of logic and reasoning. He took what was a very narrow conception of reasoning and broadened it to more accurately represent human thinking when people reason. He captured the idea of universal intellectual standards by exploring standards typically used by skilled reasoners, and assembled these standards into a constellation of ideas that is easily understandable. Following the (...)
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  40.  3
    Conflicting Logics in Teaching Critical Thinking.Yoram Harpaz - 2010 - Inquiry: Critical Thinking Across the Disciplines 25 (2):5-17.
    The article aims at organizing the theoretical ideas of critical thinking on the basis of an overall and systematic conception of education, exposing tensions and contradictions in the various conceptions of critical thinking and 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 this “map” it (...)
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  41.  21
    Conflicting Logics in Teaching Critical Thinking.Yoram Harpaz - 2010 - Inquiry: Critical Thinking Across the Disciplines 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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  42.  4
    Critical Thinking Development in Service-Learning Activities.Christine M. Cress - 2003 - Inquiry: Critical Thinking Across the Disciplines 23 (1-2):87-93.
    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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  43.  22
    Critical Thinking Implementation by Lecturers at Two Secondary Pre-Service Teacher Education Programs in Saudi Arabia.Alhasan Allamnakhrah - 2012 - 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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  44.  19
    Critical Thinking and Social Interaction in the Online Environment.Idolina Hernandez - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (1):55-61.
    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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  45.  1
    Judicial System Resources: More Fun and Better Understanding in the Critical Thinking Classroom.Bruce Waller - 2014 - Inquiry: Critical Thinking Across the Disciplines 29 (2):4-13.
    The legal system – from the jury room to the deliberations of the Supreme Court – offers an abundance of rich resources for the study and teaching of critical thinking.The courts have struggled with many of the issues central to critical thinking. The courts not only provide fascinating examples and exercises for students to examine, but in many areas – the appropriate use of ad hominem arguments, the distinction between argument and testimony, the proper placing of (...)
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  46.  2
    Fallacy Identification in a Dialectical Approach to Teaching Critical Thinking.Mark Battersby, Sharon Bailin & Jan Albert van Laar - 2015 - Inquiry: Critical Thinking Across the Disciplines 30 (1):9-16.
    The dialectical approach to teaching critical thinking is centred on a comparative evaluation of contending arguments, so that generally the strength of an argument for a position can only be assessed in the context of this dialectic. The identification of fallacies, though important, plays only a preliminary role in the evaluation to individual arguments. Our approach to fallacy identification and analysis sees fallacies as argument patterns whose persuasive power is disproportionate to their probative value.
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  47. Critical Thinking and Social Interaction in the Online Environment.Idolina Hernandez - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (1):55-61.
    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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  48. Critical Thinking as a Constructive Rather Than Destructive Force in Interpersonal Relationships.Mary Vasudeva & Stuart Keeley - 2004 - Inquiry: Critical Thinking Across the Disciplines 23 (3):17-22.
    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: recognize potential argument frames and explore and negotiate these within the context of our relationships; recognize one’s own and the (...)
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  49. The Relationship of Critical Thinking to Success in College.Robert L. Williams & Stephen L. Worth - 2001 - Inquiry: Critical Thinking Across the Disciplines 21 (1):5-16.
    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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    Critical Thinking in Clinical Medicine: What is It?Mona Gupta & Ross Upshur - 2012 - Journal of Evaluation in Clinical Practice 18 (5):938-944.
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