9780130304865

A supplementary text for use in any subject-matter course at any educational level. This short, inexpensive guide is designed to help students learn to think critically in any subject-matter course. A combination of instruction and exercises shows them how to use critical thinking to more fully to appreciate the power of the discipline they are studying, to see its connections to other fields and to their day-to-day lives, to maintain an overview of the field so they can see the parts in terms of the whole, and to become active learners rather than passive recipients of information.

To the Instructor

vi

To the Student

xii

What is Critical Thinking?

1

(44)

Some Definitions of Critical Thinking

2

(1)

Some Prominent Features of Critical Thinking

3

(2)

Three Parts of Critical Thinking

5

(8)

An Example of Critical Thinking in Action

13

(2)

What Critical Thinking is Not

15

(6)

Impediments to Critical Thinking

21

(5)

Deeper, More Pervasive Impediments to Critical Thinking

26

(6)

How Deep is Our Need for Critical Thinking?

32

(3)

The Experience of Learning to Think Things Through

35

(3)

An Overview of the Book that Lies Ahead

38

(7)

Exercises

40

(5)

What is Critical Thinking Within a Field for Discipline?

45

(40)

The Parts of Critical Thinking Within a Field

46

(4)

Thinking Biologically, Thinking Sociologically, Thinking Philosophically, Thinking Musically...

50

(3)

The Logic of the Field or Discipline

53

(3)

A Student Analysis of the Logic of Physics

56

(2)

Learning the Vocabulary of the Discipline

58

(1)

Fundamental and Powerful Concepts

59

(3)

Identifying F&P Concepts

62

(3)

The Central Question of the Course as a Whole

65

(3)

Impediments to Thinking Critically Within a Discipline

68

(6)

Trusting the Discipline

74

(2)

A Case

76

(2)

Common Sense

78

(7)

Exercises

79

(6)

The Elements of Reasoning

85

(32)

The Nuts and Bolts of Critical Thinking

86

(1)

The Elements of Reasoning

87

(15)

Purpose

88

(1)

Question at issue

89

(1)

Assumptions

89

(2)

Implications and consequences

91

(1)

Information

92

(1)

Concepts

92

(1)

Conclusions, interpretations

93

(1)

Point of view

94

(2)

Alternatives

96

(2)

Context

98

(1)

Three Additional elements of reasoning

99

(3)

How to Analyze a Piece of Reasoning Using the Elements

102

(3)

Example: Thinking Through the Logic of Getting Married

105

(4)

Trusting the Process

109

(8)

Exercises

110

(7)

Standard of Critical Thinking

117

(32)

Clearness

118

(4)

Accuracy

122

(3)

Importance, Relevance

125

(2)

Sufficiency

127

(4)

Depth and Breadth

131

(4)

Precision

135

(2)

Understanding and Internalizing Critical-Thinking Standards

137

(3)

Evaluating Around the Circle

140

(1)

A Note on Reading as a Critical-Thinking Process

141

(3)

Standards Check

144

(5)

Exercises

146

(3)

Putting It All Together: Answering Critical-Thinking Questions

149

(30)

The Core Process of Critical Thinking

150

(5)

Thinking Through Important Critical-Thinking Questions

155

(2)

Thinking Critically About Questions

157

(22)

Exercises

174

(5)

Responses to Starred Exercises

179

(8)

Notes

187

(4)

Index

191

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

To the Instructor This book is intended as a guidebook for learning to think critically in a discipline, a subject matter, an area, or a field of study. I use these terms more or less interchangeably throughout the book. It applies to disciplines taught at any level of generality, at any educational level. This includes courses in humanities, social and natural sciences, business, arts, nursing, international studies, and so on. It includes multidisciplinary courses, but it is in no way confined to them. I specifically mean to include courses that emphasizedoingas well asunderstanding:composition courses stand out in particular. (There are exercises suitable for student writing, and the text promotes full integration of the composition course with other courses students are taking, across the curriculum.) But the book applies to any discipline that emphasizes mindfuldoing:physical education, nursing, business, math, veterinary science, agriculture, foreign languages. (In fact, in the purest sense,allcourses emphasize doing: learning physics is learning todophysics. Learning physics is learning how toactivelythink one's way through the physical world.) Although this book was not written to be the main text in a course specifically in critical thinking, I have used it that way in my own courses, and many teachers of critical thinking have used Richard Paul's model in their courses. In my critical-thinking courses, I have asked my students to use the model to analyze and evaluate newspaper editorials; to apply it to problems in their personal lives; to analyze their relationships with other people; to analyze, compare, and evaluate news sources and advertising; to evaluate their own study skills; to think through art works and a wide variety of other topics. Several times I have taught my critical-thinking course where the only other texts required were the .texts fromothercourses the student was taking. There, the goal was to help the students learn to think through the disciplines or subject matter they were studying in those other courses. What permits this diversity is the great flexibility of Paul's model of critical thinking. This book is a guide to critical thinking across the curriculum and is intended to be inexpensive, so that it can be used economically as an adjunct text in a course. I have tried to keep it short enough so that students can be required to read it all the way through near the beginning of the semester. That way they can refer back to it again and again, applying specific critical-thinking concepts to different parts of the subject matter as the course moves along, gradually coming to integrate those parts.Learning to Think Things Throughworks best, I believe, when used in a course that hasanothertext. In most cases, that will be the main required book for the course, but it needn't be. The "text" can consist of readings brought in by the teacher or by the students. It can be video or audio material of any sort. It can include chapters, specific problems, case studies, primary sources, journal articles, virtually any outside material. Many questions in this book direct students to apply critical-thinking concepts to the texts in the course. Many teachers in a field or discipline want their students to learn to think critically about the subject matter they are studying, and to learn to think about the world in terms of that subject matter. They want their students not to be passive recipients of information absorbed from the teacher or the text. Rather, teachers want their students to become active learners who pay attention to crucial elements of reasoning, such as assumptions, purposes, implications and consequences, and who do this in a way that meets high intellectual standards. This book is intended to help accomplish those goals. Using Learning to Think Things Through in a Course

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Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum

Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum

0130304867

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