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A guide for educators to critical thinking competency standards : standards, principles, performance indicators, and outcomes with a critical thinking master rubric / Richard Paul; Linda Elder.

By: Contributor(s): Material type: TextPublication details: Dillon, Calif. : Foundation for Critical Thinking, c2005.Description: 64 p. : ill. ; 21 cmISBN:
  • 094458330-X
Other title:
  • Critical thinking competency standards
Subject(s): LOC classification:
  • BF441 .P38 2005
Contents:
Introduction: Structure of this guide -- Understanding the intimate relationship between critical thinking, learning, and education: Concept of critical thinking -- What and the how of education -- Critical thinking is the?How? for obtaining every educational?What? -- Critical thinking and learning -- Critical thinking and the educated person -- Critical thinking and information literacy -- Growing importance of critical thinking -- Critical and creative thinking -- Critical thinking and the mastery of content -- Adapting the standards in particular subjects -- Structure and components of the competencies: Relating the competencies to critical thinking concepts -- Outlining the components in each competency -- Master Rubric -- 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 -- Standard Two: Questions, problems, and issues -- Standard three: Information, data, evidence, and experience -- Standard Four: Inferences and interpretations -- Standard Five: Assumptions and presuppositions -- Standard Six: Concepts, theories, principles, definitions, laws, and axioms -- Standard seven: Implications and consequences -- Standard Eight: Points of view and frames of reference -- Section Two: Competency focusing on universal intellectual standards: Standard Nine: Assessing thinking -- Section Three: Competencies focusing on intellectual traits, virtues or dispositions: Standard Ten: Fairmindedness -- Standard Eleven: Intellectual humility -- Standard Twelve: Intellectual courage -- Standard Thirteen: Intellectual empathy -- Standard Fourteen: Intellectual integrity -- Standard Fifteen: Intellectual perseverance -- Standard Sixteen: Confidence in reason -- Standard Seventeen: Intellectual Autonomy -- Section Four: Competencies dealing with the barriers to the development of rational thought -- Standard Eighteen: Insight into egocentric thought -- Standard Nineteen: Insight into sociocentric thought -- Section Five: Competencies focusing on critical thinking skills essential to learning -- Standard Twenty: Skills in the art of studying and learning -- Standard Twenty-one: Skills in the art of asking essential questions -- Standard Twenty-two: Skills in the art of close reading -- Standard Twenty-three: Skills in the art of substantive writing -- Section Six: Competencies focusing on specific domains of thought (two examples): Standard Twenty-four: Ethical reasoning abilities -- Standard Twenty-five: Skills in detecting media bias and propaganda in National and World news -- Appendix: Critical thinking theory underlying the competencies: All thinking can be analyzed by identifying its eight elements -- All thinking must assessed for quality using universal intellectual standards -- Ultimate goal of critical thinking is to foster the development of intellectual traits or dispositions (and the skills and abilities they presuppose.) -- Egocentric and sociocentric thinking, natural predispositions of the mind and powerful barriers to the development of thinking -- Deepening your understanding of the critical thinking competencies.
Item type: Delbert W. Baker Special Leadership Collection
Holdings
Cover image Item type Current library Home library Collection Shelving location Call number Materials specified Vol info URL Copy number Status Notes Date due Barcode Item holds Item hold queue priority Course reserves
Judith Thomas Library Delbert W. Baker Special Leadership Collection DWB Special Leadership Collection BF 441 .P38 2005 (Browse shelf(Opens below)) AUA21509 Available AUA21509

Cover title.

Introduction: Structure of this guide --
Understanding the intimate relationship between critical thinking, learning, and education: Concept of critical thinking --
What and the how of education --
Critical thinking is the?How? for obtaining every educational?What? --
Critical thinking and learning --
Critical thinking and the educated person --
Critical thinking and information literacy --
Growing importance of critical thinking --
Critical and creative thinking --
Critical thinking and the mastery of content --
Adapting the standards in particular subjects --
Structure and components of the competencies: Relating the competencies to critical thinking concepts --
Outlining the components in each competency --
Master Rubric --
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 --
Standard Two: Questions, problems, and issues --
Standard three: Information, data, evidence, and experience --
Standard Four: Inferences and interpretations --
Standard Five: Assumptions and presuppositions --
Standard Six: Concepts, theories, principles, definitions, laws, and axioms --
Standard seven: Implications and consequences --
Standard Eight: Points of view and frames of reference --
Section Two: Competency focusing on universal intellectual standards: Standard Nine: Assessing thinking --
Section Three: Competencies focusing on intellectual traits, virtues or dispositions: Standard Ten: Fairmindedness --
Standard Eleven: Intellectual humility --
Standard Twelve: Intellectual courage --
Standard Thirteen: Intellectual empathy --
Standard Fourteen: Intellectual integrity --
Standard Fifteen: Intellectual perseverance --
Standard Sixteen: Confidence in reason --
Standard Seventeen: Intellectual Autonomy --
Section Four: Competencies dealing with the barriers to the development of rational thought --
Standard Eighteen: Insight into egocentric thought --
Standard Nineteen: Insight into sociocentric thought --
Section Five: Competencies focusing on critical thinking skills essential to learning --
Standard Twenty: Skills in the art of studying and learning --
Standard Twenty-one: Skills in the art of asking essential questions --
Standard Twenty-two: Skills in the art of close reading --
Standard Twenty-three: Skills in the art of substantive writing --
Section Six: Competencies focusing on specific domains of thought (two examples): Standard Twenty-four: Ethical reasoning abilities --
Standard Twenty-five: Skills in detecting media bias and propaganda in National and World news --
Appendix: Critical thinking theory underlying the competencies: All thinking can be analyzed by identifying its eight elements --
All thinking must assessed for quality using universal intellectual standards --
Ultimate goal of critical thinking is to foster the development of intellectual traits or dispositions (and the skills and abilities they presuppose.) --
Egocentric and sociocentric thinking, natural predispositions of the mind and powerful barriers to the development of thinking --
Deepening your understanding of the critical thinking competencies.