000			04140nam a2200241 4500
003			AUA.1
005			20201014093328.0
008			170412b xxu||||| |||| 00| 0 eng d
020			_a094458330-X
040			_cJTL
050			_aBF441 _b.P38 2005
100			_aPaul, Richard
245			_aA guide for educators to critical thinking competency standards : _bstandards, principles, performance indicators, and outcomes with a critical thinking master rubric / _cRichard Paul; Linda Elder.
246			_aCritical thinking competency standards /
260			_aDillon, Calif. : _bFoundation for Critical Thinking, _cc2005.
300			_a64 p. : _bill. ; _c21 cm.
500			_aCover title.
505			_a 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.
650			_aCritical thinking.
650			_aPensamiento crítico.
700			_aElder, Linda
942			_2lcc _cDWBSLC _hBF 441 _i.P38 2005
999			_c18400 _d18400