In a world of shallow values, instant gratification, and quick fixes, this book is for those readers who see the benefit of intellectual traits, standards, and abilities that will enable them to cut through the propaganda, the information blitz, and make sense of the world. In this anthology of his major papers, Richard Paul explains how to help students become intellectually fit, how to build the intellectual muscle to overcome inherent self-deceptive tendencies and rise to the challenges of a rapidly changing world.
Critical Thinking: What Every Person Needs To Survive in a Rapidly Changing World.
by Richard W. Paul
edited by Jane Willsen and A.J.A. Binker
Foundation for Critical Thinking
http://eric.ed.gov/?id=ED338557
http://www.criticalthinking.org/store/products/critical-thinking-what-every-person-needs-to-survive-in-a-rapidly-changing-world/142
A collection of papers that individually and collectively make the argument that critical thinking needs to be placed at the heart of educational reform make up this volume. Thirty-nine papers are organized into three main sections: Section I is entitled: What Is Critical Thinking? This section contains the following papers: (1) The critical thinking movement in historical perspective; (2) Toward a critical society; (3) Critical thinking in North America; (4) Critical thinking–what, why, and how; (5) Critical thinking in the strong sense and the role of argument in everyday life; (6) Background logic, critical thinking, and irrational language games; (7) Critical thinking–fundamental to education for a free society; (8) Critical thinking and the critical person; (9) Critical thinking, moral education, and rationality–an integrated approach; (10) Critical thinking and the nature of prejudice; (11) Critical thinking and bias; (12) Ethics without indoctrination; (13) Critical thinking, moral integrity, and citizenship–teaching for the intellectual virtues; (14) Dialogical thinking–critical thought essential to the acquisition of rational knowledge and passions; and (15) Power, vested interest, and prejudice–on the need for critical thinking in the ethics of social and economic development. Section II, entitled How To Teach for It contains: (16) The critical connection–higher order thinking that unifies curriculum, instruction, and learning; (17) Dialogical and dialectical thinking; (18) Using critical thinking to identify national bias in the news; (19) Socratic questioning; (20) A strategy for developing dialectical thinking skills; (21) Strategies–35 dimensions of critical thinking; (22) Critical thinking in the elementary classroom; (23) Critical thinking in elementary social studies; (24) Critical thinking in the elementary language arts; (25) Critical thinking in elementary science; (26) Teaching critical thinking in the strong sense–a focus on self-deception, world views, and a dialectical mode of analysis; (27) Critical thinking staff development–the lesson plan remodelling approach; (28) The Greensboro Plans–a sample staff development plan; and (29) Critical thinking and learning centers. Section III, entitled, Grasping Connections–Seeing Contrasts, contains: (30) McPeck’s mistakes– why critical thinking applies across disciplines and domains; (31) Bloom’s taxonomy and critical thinking instruction–recall is not knowledge; (32) Critical and cultural literacy–where E. D. Hirsch goes wrong; (33) Critical thinking and general semantics–on the primacy of natural languages; (34) Philosophy and cognitive psychology–contrasting assumptions; (35) The contribution of philosophy to thinking; (36) Critical thinking and social studies; (37) Critical thinking and language arts; (38) Critical thinking and science; and (39) Critical thinking, human development, and rational productivity. An appendix contains two additional items: (40) What critical thinking means to me: the views of teachers; and (41) Glossary: an educator’s guide to critical thinking terms and concepts. A list of recommended readings is included.