A guide for educators to critical thinking competency standards : (Record no. 18400)

MARC details
000 -LEADER
fixed length control field 04140nam a2200241 4500
003 - CONTROL NUMBER IDENTIFIER
control field AUA.1
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20201014093328.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 170412b xxu||||| |||| 00| 0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 094458330-X
040 ## - CATALOGING SOURCE
Transcribing agency JTL
050 ## - LIBRARY OF CONGRESS CALL NUMBER
Classification number BF441
Item number .P38 2005
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Paul, Richard
245 ## - TITLE STATEMENT
Title A guide for educators to critical thinking competency standards :
Remainder of title standards, principles, performance indicators, and outcomes with a critical thinking master rubric /
Statement of responsibility, etc Richard Paul; Linda Elder.
246 ## - VARYING FORM OF TITLE
Title proper/short title Critical thinking competency standards /
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc Dillon, Calif. :
Name of publisher, distributor, etc Foundation for Critical Thinking,
Date of publication, distribution, etc c2005.
300 ## - PHYSICAL DESCRIPTION
Extent 64 p. :
Other physical details ill. ;
Dimensions 21 cm.
500 ## - GENERAL NOTE
General note Cover title.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note Introduction: Structure of this guide --<br/>Understanding the intimate relationship between critical thinking, learning, and education: Concept of critical thinking --<br/>What and the how of education --<br/>Critical thinking is the?How? for obtaining every educational?What? --<br/>Critical thinking and learning --<br/>Critical thinking and the educated person --<br/>Critical thinking and information literacy --<br/>Growing importance of critical thinking --<br/>Critical and creative thinking --<br/>Critical thinking and the mastery of content --<br/>Adapting the standards in particular subjects --<br/>Structure and components of the competencies: Relating the competencies to critical thinking concepts --<br/>Outlining the components in each competency --<br/>Master Rubric --<br/>Critical thinking Competencies: Section one: Competencies focusing on the elements of reasoning, and intellectual standards as they relate to the elements: Standard one: Purposes, goals, and objectives --<br/>Standard Two: Questions, problems, and issues --<br/>Standard three: Information, data, evidence, and experience --<br/>Standard Four: Inferences and interpretations --<br/>Standard Five: Assumptions and presuppositions --<br/>Standard Six: Concepts, theories, principles, definitions, laws, and axioms --<br/>Standard seven: Implications and consequences --<br/>Standard Eight: Points of view and frames of reference --<br/>Section Two: Competency focusing on universal intellectual standards: Standard Nine: Assessing thinking --<br/>Section Three: Competencies focusing on intellectual traits, virtues or dispositions: Standard Ten: Fairmindedness --<br/>Standard Eleven: Intellectual humility --<br/>Standard Twelve: Intellectual courage --<br/>Standard Thirteen: Intellectual empathy --<br/>Standard Fourteen: Intellectual integrity --<br/>Standard Fifteen: Intellectual perseverance --<br/>Standard Sixteen: Confidence in reason --<br/>Standard Seventeen: Intellectual Autonomy --<br/>Section Four: Competencies dealing with the barriers to the development of rational thought --<br/>Standard Eighteen: Insight into egocentric thought --<br/>Standard Nineteen: Insight into sociocentric thought --<br/>Section Five: Competencies focusing on critical thinking skills essential to learning --<br/>Standard Twenty: Skills in the art of studying and learning --<br/>Standard Twenty-one: Skills in the art of asking essential questions --<br/>Standard Twenty-two: Skills in the art of close reading --<br/>Standard Twenty-three: Skills in the art of substantive writing --<br/>Section Six: Competencies focusing on specific domains of thought (two examples): Standard Twenty-four: Ethical reasoning abilities --<br/>Standard Twenty-five: Skills in detecting media bias and propaganda in National and World news --<br/>Appendix: Critical thinking theory underlying the competencies: All thinking can be analyzed by identifying its eight elements --<br/>All thinking must assessed for quality using universal intellectual standards --<br/>Ultimate goal of critical thinking is to foster the development of intellectual traits or dispositions (and the skills and abilities they presuppose.) --<br/>Egocentric and sociocentric thinking, natural predispositions of the mind and powerful barriers to the development of thinking --<br/>Deepening your understanding of the critical thinking competencies.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Critical thinking.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Pensamiento crítico.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Elder, Linda
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Library of Congress Classification
Koha item type Delbert W. Baker Special Leadership Collection
Classification part BF 441
Item part .P38 2005
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection code Home library Current library Shelving location Date acquired Source of acquisition Cost, normal purchase price Serial Enumeration / chronology Full call number Barcode Date last seen Cost, replacement price Price effective from Koha item type
    Library of Congress Classification     DWB Special Leadership Collection Judith Thomas Library Judith Thomas Library Delbert W. Baker Special Leadership Collection 12/04/2017 Donation, Dr. Delbert Baker 10.00 AUA21509 BF 441 .P38 2005 AUA21509 12/04/2017 10.00 12/04/2017 Delbert W. Baker Special Leadership Collection