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Robert H. Ennis [37]Robert Ennis [12]Robert Hugh Ennis [2]
  1. Critical Thinking.Robert Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):5-19.
    This is the second part of a two-part reflection by Robert Ennis on his involvement in, and the progress of, the critical thinking movement. It provides a summary of Part I, including his definition/conception of critical thinking, the definition being “reasonable reflective thinking focused on deciding what to believe or do.” It then examines the assessment and the teaching of critical thinking, and makes suggestions regarding the future of critical thinking. He urges that now is the time to make a (...)
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  2. Critical Thinking.Robert Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (1):4-18.
    This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2, and it will cover topics concerned with assessing critical thinking, teaching critical thinking, and what (...)
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  3. Critical Thinking.Robert Ennis - 1991 - Teaching Philosophy 14 (1):4-18.
    This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and it will cover topics concerned with assessing critical thinking, teaching critical thinking, (...)
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  4. Critical Thinking: Reflection and Perspective Part I.Robert Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (1):4-18.
    This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 , and it will cover topics concerned with assessing critical thinking, teaching critical thinking, and (...)
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  5.  96
    Critical Thinking Across the Curriculum.Robert H. Ennis - unknown
    Implementing critical thinking across the curriculum is challenging, involving securing substantial agreement on the nature of critical thinking, areas of prospective application, degree of need for a separate course, and the nature of coordination, including leadership, a glossary, selection of courses for incorporation, avoidance of duplication and gaps, acquiring required subject matter, and assessment of the total effort, teaching methods used, and decrease or increase in retention of subject matter.
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  6.  70
    Identifying Implicit Assumptions.Robert H. Ennis - 1982 - Synthese 51 (1):61 - 86.
  7.  24
    Critical Thinking.Robert Ennis - 1991 - Teaching Philosophy 14 (1):5-24.
  8. Enumerative Induction and Best Explanation.Robert H. Ennis - 1968 - Journal of Philosophy 65 (18):523-529.
  9. Critical Thinking Across the Curriculum: A Vision.Robert Ennis - 2018 - Topoi 37 (1):165-184.
    This essay offers a comprehensive vision for a higher education program incorporating critical thinking across the curriculum at hypothetical Alpha College, employing a rigorous detailed conception of critical thinking called “The Alpha Conception of Critical Thinking”. The program starts with a 1-year, required, freshman course, two-thirds of which focuses on a set of general critical thinking dispositions and abilities. The final third uses subject-matter issues to reinforce general critical thinking dispositions and abilities, teach samples of subject matter, and introduce subject-specific (...)
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  10. Critical Thinking: A Streamlined Conception.Robert Ennis - 1991 - Teaching Philosophy 14 (1):5-24.
  11. Critical Thinking Dispositions: Their Nature and Assessability.Robert H. Ennis - 1996 - Informal Logic 18 (2).
    Assuming that critical thinking dispositions are at least as important as critical thinking abilities, Ennis examines the concept of critical thinking disposition and suggests some criteria for judging sets of them. He considers a leading approach to their analysis and offers as an alternative a simpler set, including the disposition to seek alternatives and be open to them. After examining some gender-bias and subject-specificity challenges to promoting critical thinking dispositions, he notes some difficulties involved in assessing critical thinking dispositions, and (...)
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  12. Critical Thinking Across the Curriculum: The Wisdom CTAC Program.Robert H. Ennis - 2013 - Inquiry: Critical Thinking Across the Disciplines 28 (2):25-45.
    Discussions of critical thinking across the curriculum typically make and explain points and distinctions that bear on one or a few standard issues. In this article Robert Ennis takes a different approach, starting with a fairly comprehensive concrete proposal for a four-year higher-education curriculum incorporating critical-thinking at hypothetical Wisdom University. Aspects of the Program include a one-year critical thinking freshman course with practical everyday-life and academic critical thinking goals; extensive infusion of critical thinking in other courses; a senior project; attention (...)
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  13.  34
    Argument Appraisal Strategy: A Comprehensive Approach.Robert H. Ennis - 2001 - Informal Logic 21 (2).
    A popular three-stage argument appraisal strategy calls for (1) identifying the parts of the argument, (2) classifYing the argument as deductive, inductive, or some other type, and (3) appraising the argument using the standards appropriate for the type. This strategy fails for a number of reasons. I propose a comprehensive alternative approach that distinguishes between inductive, deductive, and other standards; calls for the successive application of standards combined with assumption-ascription, according to policies that depend for their selection on the goals (...)
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  14. The Rationality of Rationality: Why Think Critically.Robert H. Ennis - forthcoming - Philosophy of Education.
     
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  15.  9
    Probably.Robert H. Ennis - unknown
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  16. Gender Bias in Critical Thinking: Continuing the Dialogue.Jennifer Wheary & Robert H. Ennis - 1995 - Educational Theory 45 (2):213-224.
  17. Critical Thinking: Reflection and Perspective Part II.Robert Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):5-19.
    This is the second part of a two-part reflection by Robert Ennis on his involvement in, and the progress of, the critical thinking movement. It provides a summary of Part I, including his definition/conception of critical thinking, the definition being “reasonable reflective thinking focused on deciding what to believe or do.” It then examines the assessment and the teaching of critical thinking, and makes suggestions regarding the future of critical thinking. He urges that now is the time to make a (...)
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  18. Is Critical Thinking Culturally Biased?Robert H. Ennis - 1998 - Teaching Philosophy 21 (1):15-33.
    This paper attempts to respond to the critique that critical thinking courses may reflect a cultural bias. After elaborating a list of constitutive dispositions and abilities taught in the critical thinking curriculum , the author considers arguments for why several of these might reflect Western, non-universal values. In each case, the author argues for the conclusion that these values, though they could be applied in ways that reflect a cultural bias, are not inherently biased. Next, the author offers an outline (...)
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  19.  60
    Incorporating Critical Thinking in the Curriculum: An Introduction to Some Basic Issues.Robert Ennis - 1997 - Inquiry: Critical Thinking Across the Disciplines 16 (3):1-9.
  20.  43
    Applying Soundness Standards to Qualified Reasoning.Robert H. Ennis - 2004 - Informal Logic 24 (1):23-39.
    Defining qualified reasoning as reasoning containing such loose qualifying words as 'probably,' 'usually,' 'probable, 'likely,' 'ceteris paribus,' and 'primafacie, Ennis argues that typical cases of qualified reasoning, though they might be good arguments, are deductively invalid, implying that such arguments fail soundness standards. He considers and rejects several possible alternative ways of viewing such cases, ending with a proposal for applying qualified soundness standards, which requires employment of sufficient background knowledge, sensitivity, experience and understanding of the situation. All of this (...)
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  21. The Responsibility of a Cause.Robert H. Ennis - forthcoming - Philosophy of Education.
     
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  22.  15
    Logic in Teaching.Robert Hugh Ennis - 1969 - Englewood Cliffs, N.J., Prentice-Hall.
  23.  30
    Equality of Educational Opportunity.Robert H. Ennis - 1976 - Educational Theory 26 (1):3-18.
  24. A Conception of Rational Thinking.Robert H. Ennis - forthcoming - Philosophy of Education.
     
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  25.  59
    Nationwide Testing of Critical Thinking for Higher Education: Vigilance Required.Robert H. Ennis - 2008 - Teaching Philosophy 31 (1):1-26.
    The Spellings Commission recommends widespread critical-thinking testing to help determine the “value added” by higher education institutions—with the data banked and made available in order to enable parents, students, and policy makers to compare institutions and hold them accountable. Because of the likely and desirable promotion of critical thinking that would result from the Commission’s program, I recommend cooperation by critical-thinking faculty and administrators, but only if there is much less comparability and considerably deeper transparency of the tests and their (...)
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  26. Applying Soundness Standards to Qualified Reasoning.Robert Ennis - 2003 - Informal Logic 23 (1).
    Defining qualified reasoning as reasoning containing such loose qualifying words as 'probably,' 'usually,' 'probable, 'likely,' 'ceteris paribus,' and 'primafacie, Ennis argues that typical cases of qualified reasoning, though they might be good arguments, are deductively invalid, implying that such arguments fail soundness standards. He considers and rejects several possible alternative ways of viewing such cases, ending with a proposal for applying qualified soundness standards, which requires employment of sufficient background knowledge, sensitivity, experience and understanding of the situation. All of this (...)
     
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  27.  42
    A Conception of Deductive Logic Competence.Robert H. Ennis - 1981 - Teaching Philosophy 4 (3/4):337-385.
  28.  15
    Defending Sole Singular Causal Claims.Robert Ennis & Maurice A. Finocchiaro - unknown
    Even given agreement on the totality of conditions that brought about an effect, there often is disagreement about the cause of the effect, for example, the disagreement about the cause of the Gulf oil spill. Different conditions’ being deemed responsible accounts for such disagreements. The defense of the act of deeming a condition responsible often depends on showing that the condition was the appropriate target of interference in order to have avoided the effect.
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  29.  14
    Book Review Section 1. [REVIEW]Richard A. Brosio, Thomas A. Brindley, Mary Lynn Stewart, Luisa Duran, Leroy Ortiz, Louis Goldman, Henry W. Hodysh, Robert H. Ennis, Fazal A. Rizvi & Brian Crittenden - 1992 - Educational Studies 23 (4):423-482.
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  30.  31
    An Elaboration of a Cardinal Goal of Science Instruction: Scientific Thinking.Robert H. Ennis - 1991 - Educational Philosophy and Theory 23 (1):31-44.
    SummaryIn this essay I offer a set of characteristic scientific activities, accompanied by principles to be used as guides in performing these activities, and dispositions that are desirable for the person performing these activities to have. This set is intended to provide a rough and ready elaboration of scientific thinking as a goal for our schools and colleges.Although they are here labeled scientific, they are intended to apply to other activities than doing what is standardly called science. This wider application (...)
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  31.  28
    Problems in Testing Informal Logic Critical Thinking Reasoning Ability.Robert H. Ennis - 1984 - Informal Logic 6 (1).
  32.  15
    Is Answering Questions Teaching?Robert H. Ennis - 1986 - Educational Theory 36 (4):343-347.
  33.  10
    Correlation and Causality.Michael Hoppmann & Robert H. Ennis - unknown
    This paper provides an analysis of the argument from cause and effect and a comparison of its various types with the argument from correlation. It will be claimed that arguments from causality and from correlation should be treated as equivalent for argumentative purposes. The main advantages of this approach as well as possible theo-retical objections will be discussed.
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  34.  13
    The Possibility Of Neutrality.Robert Ennis - 1969 - Educational Theory 19 (4):347-356.
  35. Rational Thinking and Educational Practice.Robert H. Ennis - 1981 - In Jonas F. Soltis & Kenneth J. Rehage (eds.), Philosophy and Education. University of Chicago Press.
     
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  36.  20
    Description, Explanation, and Circularity.Robert H. Ennis - 1978 - Behavioral and Brain Sciences 1 (2):184-185.
  37.  38
    Qualified Reasoning Approaching Deductive Validity.Robert H. Ennis - unknown
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  38.  21
    Mackie's Singular Causality and Linked Overdetermination.Robert H. Ennis - 1982 - PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1982:55 - 64.
    Necessary-condition analyses of singular causal claims are particularly vulnerable to cases of linked overdetermination, so named because the nonoperation of the back-up factor (in fail-safe cases) or the preempted factor (in preemptive cases) is linked to the operation of the actual cause. As an example J. L. Mackie's analysis is here challenged with a simple switch-light case. Three replies are considered, a facts-vs.-events reply, a different-effect reply, and an in-the-circumstances reply. All are found deficient.
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  39.  23
    "Logic and Language of Education" by George F. Kneller.Robert H. Ennis - 1968 - Studies in Philosophy and Education 6 (1):38.
  40. John McPeck's Teaching Critical Thinking.Robert H. Ennis - 1992 - Educational Studies 23 (4):462-472.
     
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  41. For Further Information Please Write: Conference 95 Mailstop 3G3 Center for Professional Development George Mason University. [REVIEW]Sharon Bailin, Robert H. Ennis, Maurice Finnochiaro, Alec Fisher, James Freeman, David Hitehcock, Matthew Lipman, Richard Paul, Michael Scriven & Douglas Walton - 1995 - Argumentation 9:260.
     
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  42. Ordinary Logic.Robert Hugh Ennis - 1969 - Englewood Cliffs, N.J., Prentice-Hall.
  43.  24
    Learning One's Responses and Only One's Responses.Robert H. Ennis - 1960 - Studies in Philosophy and Education 1 (4-5):202-211.
  44.  25
    Causation and Liability.John Martin Fischer & Robert H. Ennis - 1986 - Philosophy and Public Affairs 15 (1):33-40.
  45.  33
    Ideal Critical Thinkers Are Disposed To.Robert H. Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):4-4.
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  46.  33
    Analysis and Defense of Sole Singular Causal Claims.Robert H. Ennis - unknown
    To claim that x was the cause of y is 1) to assume that x was one of a number of things, each of which together with the others was sufficient to have brought about y, and 2) to deem x responsible for the occurrence of y. A best-explanation argument, including application to cases, is offered in defense of this analysis, which holds that claiming that something is the cause is, in part, a speech act that reflects the cause selector’s (...)
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  47.  21
    The Psychology of Deduction.Robert H. Ennis - 1983 - Teaching Philosophy 6 (1):46-48.
  48.  10
    Commentary on Tseronis.Robert H. Ennis - unknown
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  49.  8
    Commentary On: Ilan Goldberg, Justine Kingsbury and Tracy Bowell's "Measuring Critical Thinking About Deeply Held Beliefs".Robert H. Ennis - unknown
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  50. Reply to Mary Anne Raywid.Robert H. Ennis - 1961 - Studies in Philosophy and Education 2 (1):96.
     
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