critical thinking richard paul

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Critical thinking : what every person needs to survive in a rapidly changing world

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Uploaded by station38.cebu on September 23, 2020

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Critical Thinking: Learn The Tools The Best Thinkers Use Concise Edition

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Written by two of the leading experts in critical thinking, this book focuses on an integrated, universal concept of critical thinking that is both substantive and applicable to any and every situation in which human thinking is necessary. It provides readerse with the basic intellectual tools needed for life-long learning, helping them understand the mind and how its three functions &; thinking, feeling, motivation &; influence and are influenced by one another. This book fosters the development of fair-minded critical thinking. Features the intellectual standards: clarity, precision, accuracy, logicalness, significance, depth, breadth, and fairness; The importance of good questioning; and intellectual tools to read for deep and lasting comprehension, and to write in ways that show clarity of reasonability of thought. For all that want to improve their critical thinking skills to apply to their job or life.

• ISBN-10 0131703471
• ISBN-13 978-0131703476
• Edition Concise
• Publisher Pearson College Div
• Publication date January 1, 2005
• Language English
• Dimensions 7.5 x 0.5 x 9.25 inches
• Print length 342 pages
• See all details

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Editorial Reviews

"This book is well-written, lucid and contains abundant examples and applications that not only enliven the subject matter but present relevant contexts for building understanding and advanced critical thinking. In addition, it is faithful to the complexity and work required to improve one's thinking. It does not soft-pedal the challenge but actually throws down the gauntlet to the worthy Reader to pick it up."

--Stephen J. Knopp, Ph.D., Ohio University

"This concise version is a more comprehensive and robust textbook. Many Critical Thinking books cover thinking from a narrow angle, but Paul and Elder offer a model of critical thinking that can be applied not only to academic disciplines but also to life in general."

--Connie Wolfe, Surry Community College

From the Back Cover

Like its parent text, Critical Thinking: Tools for Taking Charge of Your Learning and Your Life, Second Edition, this book focuses on an integrated, universal concept of critical thinking that is both substantive and practical; it provides readers with the basic intellectual skills they need to think through content in any class, subject, or discipline, and through any problems or issues they face.

Written by two of the leading experts in the field, Critical Thinking: Learn the Tools the Best Thinkers Use focuses on the most basic critical thinking concepts.  It includes activities that allow readers to apply these concepts within disciplines and to life.  An added feature to this brief book is a focus on close reading and substantive writing.

Content highlights include:

• Think for Yourself activities
• Discovering the parts of thinking and the standards for thinking
• Learning to formulate clear and substantive questions
• Making the design of a course work for you
• Close reading and substantive writing
• Becoming a fair-minded thinker

The authors' website provides students with valuable resources to enhance their development as thinkers.  Find this at www.criticalthinking.org

Visit our Student Success Supersite at www.prenhall.com/success  Features will include:

• Majors Exploration
• Career Advice
• Tips from Successful Students 
• Student Bulletin Boards
• Faculty Resources

About the Author

DR. RICHARD W. PAUL is Director of Research and Professional Development at the Center for Critical Thinking and the Chair of the National Council for Excellence in Critical Thinking. He has authored eight books and more than 200 articles on critical thinking. In over 35 years of teaching experience, he has won numerous awards and honors, including Distinguished Perry Lecturer for the year 2000.

DR. LINDA ELDER is an educational psychologist, President for the Foundation for Critical Thinking, and Executive Director of the Center for Critical Thinking. She is highly published and has done original research into the relation of thought and emotion. She is a regular keynoter at the International Conference on Critical Thinking and is a recognized leader in the field.

Product details

• Publisher ‏ : ‎ Pearson College Div; Concise edition (January 1, 2005)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 342 pages
• ISBN-10 ‏ : ‎ 0131703471
• ISBN-13 ‏ : ‎ 978-0131703476
• Item Weight ‏ : ‎ 1.14 pounds
• Dimensions ‏ : ‎ 7.5 x 0.5 x 9.25 inches
• #1,718 in Educational Psychology (Books)
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About the author

Richard paul.

As Director of Research and Professional Development at the Center for Critical Thinking and Chair of the National Council for Excellence in Critical Thinking, Dr. Paul is an internationally recognized authority on critical thinking, with eight books and over 200 articles on the subject. He has written books for every grade level and has done extensive experimentation with teaching tactics and strategies, and devising, among other things, novel ways to engage students in rigorous self-assessment.

Dr. Paul has received four degrees and has given lectures on critical thinking at many universities in both the United States and abroad, including Harvard, the University of Chicago, the University of Illinois, and the universities of Puerto Rico, Costa Rica, British Columbia, Toronto, and Amsterdam. He taught beginning and advanced courses in critical thinking at the university level for over 20 years. He has been the recipient of numerous honors and awards, including Distinguished Philosopher (by the Council for Philosophical Studies, 1987), O.C. Tanner Lecturer in Humanities (by Utah State University, 1986), Lansdown Visiting Scholar (by the University of Victoria, 1987), and the Alfred Korsybski Memorial Lecturer (by the Institute for General Semantics, 1987).

His views on critical thinking have been canvassed in the New York Times, Education Week, The Chronicle of Higher Education, American Teacher, Reader’s Digest, Educational Leadership, Newsweek, and U.S. News and World Report. For more information about Dr. Paul and the work of the Center and Foundation for Critical Thinking, go to www.criticalthinking.org

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Dr. Richard Paul (1937–2015) — the founder and iconic force behind the Foundation for Critical Thinking — passed away on August 30, 2015 after a lengthy battle with Parkinson’s. Photo credit: Foundation for Critical Thinking

The Passing of a Critical Thinking Giant: Richard Paul (1937–2015)

by Greg Hart

Since skeptics talk a lot about critical thinking it is important to note that the world of critical thinking lost a significant champion on August 30th 2015. After a lengthy battle with Parkinson’s disease Dr. Richard Paul passed away. Richard was the founder and iconic force behind the Foundation for Critical Thinking , headquartered in Sonoma County, California.

This is going to sound like a strange way to begin a tribute, but in the 15 years that I knew him, Richard never taught me a thing. And yet I learned so much. In fact, it would be difficult to adequately describe the profound effect he and his work have had on my life. This notion about the differences between teaching and learning is one of the things that I took from my work with Richard and the Foundation. It is not a minor contrast in mindset or approach—it affects everything. Learning is active, participative and rewards questioning. Perhaps most importantly, learning is how humans construct knowledge of the world. He saw the teacher as a coach to support learning and not an oracle of information to be pleased with predetermined correct answers. As he used to say, “If the coach is sweating, there is a problem.” It is the learner who should be doing the work. Many classrooms are unfortunately full of sweating teachers. So are conferences and other “learning” events.

Dr. Paul saw critical thinking as a way of understanding thinking in general, applying standards to thinking, and where needed improving thinking. No one sets out to think poorly, of course, and yet we do. Critical thinking is an antidote to this problem. His conception of critical thinking was the most complete that I have encountered. Richard did not conceive of critical thinking as simply a tool for solving particular problems, but as a way of understanding and working on all of life with a purpose. That purpose was to make life better for the living. He felt that in order to achieve this purpose, critical thinking could not be divorced from ethics. In other words, it couldn’t just a be a set of tools that you practiced so that you could manipulate particular outcomes, but a way of thinking and living that leads to better lives for all of us. He called this “strong sense critical thinking”—it is strategic thinking in service of a life and not just in service of some tactical consideration.

Dr. Paul’s most enduring and important contribution will be the development of a model that allows for the systematic development of critical thinking skills. This is a keystone requirement for improving thinking on a population-wide basis. I have known many decent thinkers and some great ones, but two things were always troubling. What standards do we use to determine how good the thinking really is and, even if it turns out to be great, how do we teach others to adopt these habits? The model that he built contains three interlocking components:

• The Elements of Thought—the parts of thinking that are present in all thinking.
• The Intellectual Standards—the measurement criteria for the quality of thinking.
• The Intellectual Traits—capacities that a thinker has and should develop.

Richard along with his wife of 20 years and chief collaborator, Dr. Linda Elder, authored many publications providing detailed support for the model, including a series of mini-guides that highlight particular issues in the model, along with barriers to the adoption of critical thinking. He didn’t invent the components of the model, but as Steve Jobs once said, “Creativity is just connecting things.” Jobs had a gift for seeing what was fundamental, for seeing the things that transcended the specifics or novelty of situations.

Through their foundation, Richard and Linda offered an annual international conference in and around Sonoma and the Bay Area (that conference will continue). I was fortunate to give presentations at several of them. The conferences are very participative and require the practice of the model from the beginning of the event to the end. There are few conventional lectures, but I saw Dr. Paul give several excellent keynotes over the years. My favorite perhaps was the “Top Ten Ways to Impair Student Learning”—sadly, all ten were (and are!) in constant circulation in the public and private schools of North America and serve as a painful contrast to a critical thinking approach.

Richard was one of those people who loved what he did, so in that sense he never worked a day in his life. He also lived the ideals, practiced the model with discipline and conviction, while creating the space for others to do so as well. He modeled his program with patient listening, relevant and important questions, and a subtle but incisive and twinkling sense of humor. He wanted to help build more critical societies. According to the foundation’s obituary:

Paul established the first Center for Critical Thinking worldwide in 1980 at Sonoma State University in Northern CA and established the Foundation for Critical Thinking in 1991, to support the work of the Center. The work of the Foundation for Critical Thinking is widely used in education, at all levels of instruction, where critical thinking is to be found. It is also advanced in the current Army Field Manual for all military leadership education in critical thinking. Due largely to Paul’s work and the theoretical foundations of critical thinking he developed over a lifetime, Paul revolutionized the way in which critical thinking is conceptualized in academia and in intellectual communities across the world. Paul wrote eight books and more than 200 articles on critical thinking, including his early seminal work on critical thinking published in 1992 entitled: Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World . Throughout his life, Paul wrote books for every grade level and developed extensive teaching tactics and strategies that advance critical thinking in instruction.

About the Author

Greg Hart spends his time designing the invisible but powerful influences on behavior. He has a formal background in ergonomics and kinesiology. He can tell you exactly why sitting is one of the most dangerous things you could ever do. His work and research in ergonomics is fed by a fascination with the relationship between explicit and subconscious behaviour and how the effects are felt in the world — from offices to helicopters to muddy trenches and into Urban Ergonomics (how citizens interact with the built and natural environment of their cities and towns). He has published and presented on the impact of human nature on design, strategy and process. Greg is a lifelong student and advocate of critical thinking — he leads workshops and helps organizations embed the principles in the work they do. He lives in Calgary, Alberta.

This article was published on October 14, 2015.

One response to “The Passing of a Critical Thinking Giant: Richard Paul (1937–2015)”

What are the “Top Ten Ways to Impair Student Learning”? I can’t find any reference to it on the web, not even at the Centre for Critical Thinking.

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Defining Critical Thinking