...Focusing questions on intellectual standards: Intellectual standards in critical thinking plays a vital role. These standards are nothing but the way you define the way of questioning. The main theme is to infuse the questions in thinking process, which lay a road map, and finally turns them to better and better reasoning. There are several universal standards deals with questioning, of them all the following are some of the essential. Clarity, accuracy, precision, relevance, depth, breadth, logic and fairness. Clarity is the gateway standard. I want to buy a car with features I like. I failed to elaborate the features that I need in my car. Also I failed in providing a example of what I need. My statement is clear but not accurate. I failed in providing accuracy of what I need. I need a leather seated car but I did not provided what kind of leather I need. After a long discussion, I have told a particular leather seat but I am not specific. I made clear of what feature and leather seat but I failed to be specific. In view, I would have told the color of the leather. Relevant to the topic. As we are discussing the topic of leather seat, I started talking about blue tooth feature. It is one of the feature I needed but is not relevant to current situation. Depth, of the question here is how well are the seats are equipped with. As my feature for leather seat comes with heated technology, I failed to ask the significance factor like how...
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...LIMITED DOWNLOAD COPY The Miniature Guide to Critical Thinking C onCepts and t ools By Dr. Richard Paul and Dr. Linda Elder The Foundation for Critical Thinking www.criticalthinking.org 707-878-9100 cct@criticalthinking.org LIMITED DOWNLOAD COPY Why A Critical Thinking Mini-Guide? This miniature guide focuses on of the essence of critical thinking concepts and tools distilled into pocket size. For faculty it provides a shared concept of critical thinking. For students it is a critical thinking supplement to any textbook for any course. Faculty can use it to design instruction, assignments, and tests in any subject. Students can use it to improve their learning in any content area. Its generic skills apply to all subjects. For example, critical thinkers are clear as to the purpose at hand and the question at issue. They question information, conclusions, and points of view. They strive to be clear, accurate, precise, and relevant. They seek to think beneath the surface, to be logical, and fair. They apply these skills to their reading and writing as well as to their speaking and listening. They apply them in history, science, math, philosophy, and the arts; in professional and personal life. When this guide is used as a supplement to the textbook in multiple courses, students begin to perceive the usefulness of critical thinking in every domain of learning. And if their instructors provide examples of the application of the subject to daily life, students...
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...Critical thinking has always played a major role in my life. I believed that critical thinking was just coming up with a solution to a problem. I believed that if I could come up with a quick fix to an issue or problem, then I was definitely a critical thinker. Here lately, I have learned otherwise. My current course readings on critical thinking have opened my eyes and showed me the truth in that critical thinking is a process of skill and intellectual standards. My theory was proven wrong. There are many steps that one must take to think critically and apply all nine intellectual standards into any situation. According to The Critical Thinking Community, Universal intellectual standards are standards which must be applied to thinking whenever...
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...Critical Thinking Application Paper Critical thinking techniques are required when contemplating making important decision using sound judgments from fact based information, point of view, and beliefs. These decisions using critical thinking on important issues will affect one’s work life, friendships, relationships, family, and a whole array of other important issues not only on specific issues, but also in life in general as well. The quality level of these different aspects of one’s life can be enhanced through critical thinking. People use critical thinking to analyze their thoughts and ideas, which are generated by his or her own mind. One needs to determine how these thoughts and ideas are formed and how he or she can change them based on other sound ideas and viewpoints and reasoning. Critical thinking is one’s way of thinking how they are thinking while thinking of ways to improve on his or her thinking (Paul & Elder, 2006). Critical Thinking allows one to become better decision makers and to communicate with others with a higher level of confidence. Essential Traits of Critical Thinking Several essential traits or characteristics of critical thinking for a disciplined mind are required to enhance the thinking process. These traits and characteristics are interrelated with each other and create intellectual habits, which helps the mind to focus and become more disciplined to become a better critical thinker (Paul & Elder, 2006). The intellectual traits and characteristics...
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...Another Brief Conceptualization of Critical Thinking Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way. People who think critically consistently attempt to live rationally, reasonably, empathically. They are keenly aware of the inherently flawed nature of human thinking when left unchecked. They strive to diminish the power of their egocentric and sociocentric tendencies. They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking. They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason. They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest. They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society. At the same time, they recognize the complexities often inherent in doing so. They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others. They recognize the complexities...
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...Critical thinking is a rich concept that has been developing throughout the past 2500 years. The term "critical thinking" has its roots in the mid-late 20th century. We offer here overlapping definitions, together which form a substantive, transdisciplinary conception of critical thinking.Critical Thinking as Defined by the National Council for Excellence in Critical Thinking, 1987A statement by Michael Scriven & Richard Paul, presented at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. | | | | | | It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference. Critical thinking — in being responsive to variable subject matter, issues, and purposes — is incorporated...
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...of Development in Critical Thinking These stages in the intellectual development of the critical thinker are paraphrased from the article “Critical Thinking Development: A Stage Theory” by Linda Paul and Richard Elder, available at www.criticalthinking.org. Stage One: The Unreflective Thinker Defining Features: These thinkers are basically unaware of the role of thinking in their lives and of potential problems with their own reasoning – they lack the ability to be metacognitive. They do not identify concepts or assumptions behind ideas, and they rarely assess the logic of their opinions or conclusions. They may have developed some skills in thinking (compare and contrast, analyze, conclude, etc.), but these skills are inconsistently applied and these thinkers tend to retain biases and prejudices. Though these thinkers may be highly educated, they tend to be unable to “fix” problems in thinking or adopt new strategies to solve problems. Stage Two: The Challenged Thinker Defining Features: These thinkers have become aware of the role thinking plays in their lives. They have begun to understand that problems in thinking and logic can cause significant trouble for them, and they recognize that productive thinking requires effort and deliberate attention. They have an understanding of the basic elements of reasoning (concepts, assumptions, questions at issue, purpose, point of view, information, implications and consequences, etc.) and standards for the assessment...
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...of Development in Critical Thinking These stages in the intellectual development of the critical thinker are paraphrased from the article “Critical Thinking Development: A Stage Theory” by Linda Paul and Richard Elder, available at www.criticalthinking.org. Stage One: The Unreflective Thinker Defining Features: These thinkers are basically unaware of the role of thinking in their lives and of potential problems with their own reasoning – they lack the ability to be metacognitive. They do not identify concepts or assumptions behind ideas, and they rarely assess the logic of their opinions or conclusions. They may have developed some skills in thinking (compare and contrast, analyze, conclude, etc.), but these skills are inconsistently applied and these thinkers tend to retain biases and prejudices. Though these thinkers may be highly educated, they tend to be unable to “fix” problems in thinking or adopt new strategies to solve problems. Stage Two: The Challenged Thinker Defining Features: These thinkers have become aware of the role thinking plays in their lives. They have begun to understand that problems in thinking and logic can cause significant trouble for them, and they recognize that productive thinking requires effort and deliberate attention. They have an understanding of the basic elements of reasoning (concepts, assumptions, questions at issue, purpose, point of view, information, implications and consequences, etc.) and standards for the assessment...
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...human creative skill and imagination. By using paints and sculptures, art excites emotions to both the artist and the audience. Art is influenced by thoughts which arise from the environment the artist is exposed to. This therefore implies that all artists have different artistic skills and creations (artscouncil.org). It is for this reason that art is said to be diverse. When diversity is embraced, the quality and quantity of art increases as audience can enjoy a wider variety of artistic creations. Paul-Elder model of critical thinking seeks to develop intellectual traits that require consistent use of the elements of thoughts and reasoning held to specified intellectual standards (google.com). Appreciating diversity requires adoption of the Paul-Elder model of critical thinking. One should seek to develop a trait; an open mind that appreciates diversity. This will be achieved by applying elements of thoughts and reasoning that are held to a specific standard. Appreciating that all reasoning has a purpose will ensure that one devotes time, the right state of mind and chooses significant and realistic purposes (Frank 2013). One also needs to appreciate that reasoning has implications and consequences (Paul & Elder 1997). Remember that art is greatly influenced by the thoughts and ideas in the mind of the artist. For audiences to experience the intended message through a work of art, they must trace the reasoning of the artist (criticalthinking.org). This requires through study...
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...What follows are some guidelines helpful to students as they work toward developing their reasoning abilities: 1. All reasoning has a PURPOSE: * Take time to state your purpose clearly * Distinguish your purpose from related purposes * Check periodically to be sure you are still on target * Choose significant and realistic purposes 2. All reasoning is an attempt to FIGURE SOMETHING OUT, TO SETTLE SOME QUESTION, TO SOLVE SOME PROBLEM: * Take time to clearly and precisely state the question at issue * Express the question in several ways to clarify its meaning and scope * Break the question into sub questions * Identify if the question has one right answer, is a matter of opinion, or requires reasoning from more than one point of view 3. All reasoning is based on ASSUMPTIONS: * Clearly identify your assumptions and determine whether they are justifiable * Consider how your assumptions are shaping your point of view 4. All reasoning is done from some POINT OF VIEW: * Identify your point of view * Seek other points of view and identify their strengths as well as weaknesses * Strive to be fair-minded in evaluating all points of view 5. All reasoning is based on DATA, INFORMATION and EVIDENCE: * Restrict your claims to those supported by the data you have * Search for information that opposes your position as well as information that supports it * Make sure that all information used is clear...
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...Developing as a Critical Thinker Piotr Wojciechowski HUM/111 02/23/2014 Lili Melton, Ph.D. Developing as a Critical Thinker Assignment Directions Complete Parts 1, 2, and 3 of this template. Use complete sentences and remember to avoid plagiarism by using correct APA citations when paraphrasing, summarizing, and/or quoting the article, textbook, or any sources. If you use any source other than the Elder & Paul (1996, Winter) article listed in Part 1, you need a reference page. Please see the Associate Level Writing Handbook for assistance (posted in the Course Materials forum and Materials section of the classroom). Part 1: A Stage Theory of Critical Thinking Complete the matrix below by using the article in the Week One Electronic Reserve Readings Link #2: Elder, L., & Paul, R. (1996, Winter). Critical thinking: A stage theory of critical thinking… Journal of Developmental Education, 20(2), 34-36. Stages of Critical Thinking(Elder & Paul, 1996) | Description of Self-Assessment(This is the requirement to move forward.) | 2 Potential Obstacles (Try to select 2 different ones from the previous stage if possible.) | Stage One: The Unreflective Thinker | Elder and Paul (1996) state that I have to be aware of how important thinking is in my life and how problems in my thinking cause significant problems in my life. | 1. Self-deception2. Natural egocentrism (Elder & Paul, 1996) | Stage Two:The Challenged Thinker | According to Elder and...
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...BA 3300 – BUSINESS CORNERSTONE Assessing Sweatshirts from Sweatshop You will use the critical thinking skills you have been developing to identify violations of the Universal Intellectual Standards and Logical Fallacies in the essay, “Sweatshirts from Sweatshops” on pages 406-408 of your textbook. On pages 387-402 of your textbook, you will meet Tanya, Kevin, Elise and Dalton, Tanya encounters a series of discussions—the first with Kevin and the second with Elise and Dalton. The textbook describes how to critically assess the arguments in these discussions (Kevin and Elise and Dalton). Use these ONLY as examples for how to use critical thinking skills. In addition, you will want to review the Universal Intellectual Standards on pages 335-346 and the Logical Fallacies on pages 396-399 in the textbook. Individual Exercise 1: You are to assess the arguments made in the essay, “Sweatshirts from Sweatshops,” found on pages 406-408. Instructions: Read “Sweatshirts from Sweatshops” on pages 406-408 and complete the following: • Part 1 – Applying the Universal Intellectual Standards o Provide specific examples from the essay that violate one or more of the Universal Intellectual Standards on pp. 335-346 o Specify what is needed to correct the error. o Minimum of TWO errors must be correctly identified to earn a passing grade (35 points) on this part. To earn an excellent grade (50 points), you must correctly identify FOUR...
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...Digital Splash Media, 2 years ago Thanks for sharing Zaid. Your presentation played a key part in a video about critical thinking that I just published. http://www.youtube.com/watch?v=-85-j7Nr9i4 chuchad at chuchad, 2 years ago Thank you for sharing. This presentation is very useful. ommeone 2 years ago Thank you for sharing the great ideas of critical thinking. It really helps me on doing my thesis. Patti Waterbury, Founder/President at Creative Growth Strategies, Inc., 2 years ago Thank you for sharing...excellent content. Comments 1 - 10 of 21 comments next Embed Video Subscribe to comments Post Comment Speaker Notes on slide 28 98 Favorites Karori International Ventures Limited at Karori International Ventures Limited, 1 month ago Tags creative thinking Greg Williams, instructional designer, eLearning developer, professor, trainer, consultant at University of Maryland, Baltimore County, 1 month ago Wagner Rezende, Professor at UFG, 2 months ago osupa01 3 months ago Monica Giovanovich, capacitacion, comunicacion, recursos humanos at Independiente, 4 months ago asaito 6 months ago Tags critical thinking weme 6 months ago chiggsy 6 months ago celestwoo 8 months ago Shashidhar Venkatesh Murthy, Associate Professor & Head of Pathology at School of Medicine, James Cook University QLD 4811 AUSTRALIA, 8 months ago more Introduction to Critical Thinking -...
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...BA 3300 – BUSINESS CORNERSTONE Assessing Sweatshirts from Sweatshop You will use the critical thinking skills you have been developing to identify violations of the Universal Intellectual Standards and Logical Fallacies in the essay, “Sweatshirts from Sweatshops” on pages 406-408 of your textbook. On pages 387-402 of your textbook, you will meet Tanya, Kevin, Elise and Dalton, Tanya encounters a series of discussions—the first with Kevin and the second with Elise and Dalton. The textbook describes how to critically assess the arguments in these discussions (Kevin and Elise and Dalton). Use these ONLY as examples for how to use critical thinking skills. In addition, you will want to review the Universal Intellectual Standards on pages 335-346 and the Logical Fallacies on pages 396-399 in the textbook. Individual Exercise 1: You are to assess the arguments made in the essay, “Sweatshirts from Sweatshops,” found on pages 406-408. Instructions: Read “Sweatshirts from Sweatshops” on pages 406-408 and complete the following: • Part 1 – Applying the Universal Intellectual Standards o Provide specific examples from the essay that violate one or more of the Universal Intellectual Standards on pp. 335-346 o Specify what is needed to correct the error. o Minimum of TWO errors must be correctly identified to earn a passing grade (35 points) on this part. To earn an excellent grade (50 points), you must correctly identify FOUR...
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...Critical Thinking Mary Peeraer MGT 350 July 24 2012 Professor Duplessis Critical Thinking According to Paul and Elder (2001) critical thinking is the ‘mode’ of thinking, on any subject, content, or problem where the thinker improves the quality of their thinking by skillfully taking charge of the structure inherent to thinking and imposing ‘standards’ upon them. Critical thinking is the basis of ‘universal intellectual’ that transforms subject matter into divisions; accuracy, clarity, relevance, sound evidence, depth, consistency, fairness, and good reasoning and has three elements; evaluative, analytical, and creative components. A critical thinker routinely examine, assess, and improve themselves a method uses intellectual standards, integrity that will create a well- reasoned answer because of the demanding process. Create the understanding that thinking does not always need to be accepted at face values. Problems occur when someone persist of people whom, without knowing lack intellectuals will often portraits displays of an undisciplined mind. This creates unconscious belief of what is more comfortable to believe, puts us into the ‘best’ light’, or serves selfish needs, thus, inability to function as rational person. According to William G. Summer (1906) depicted strong sense critical thinker cannot be rushed, are slow to believe, hold things as possible, or probable within every degrees, without...
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