| Preface |
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xv | |
| Introduction |
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xix | |
| A Start-Up Definition of Critical Thinking |
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xix | |
| How Skilled Are You as a Thinker? |
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xx | |
| Good Thinking Requires Hard Work |
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xxii | |
| The Concept of Critical Thinking |
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xxv | |
| Become a Critic of Your Thinking |
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xxvii | |
| Establish New Habits of Thought |
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xxviii | |
| Develop Confidence in Your Ability to Reason and Figure Things Out |
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xxix | |
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Chapter 1 Become A Fairminded Thinker |
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1 | (26) |
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Weak versus Strong Critical Thinking |
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2 | (3) |
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What Does Fairmindedness Require? |
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5 | (16) |
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Intellectual Humility: Strive to Discover the Extent of Your Ignorance |
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6 | (3) |
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Intellectual Courage: Develop the Courage to Challenge Popular Beliefs |
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9 | (2) |
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Intellectual Empathy: Learn to Enter Opposing Views Empathically |
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11 | (2) |
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Intellectual Integrity: Hold Yourself to the Same Standards to Which You Hold Others |
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13 | (1) |
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Intellectual Perseverance: Refuse to Give Up Easily; Work Your Way through Complexities and Frustration |
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14 | (2) |
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Confidence in Reason: Respect Evidence and Reasoning and Value Them as Tools for Discovering the Truth |
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16 | (3) |
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Intellectual Autonomy: Value Independence of Thought |
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19 | (2) |
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Recognize the Interdependence of Intellectual Virtues |
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21 | (4) |
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25 | (2) |
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Chapter 2 The First Four Stages Of Development: At What Level Of Thinking Would You Place Yourself? |
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27 | (18) |
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Stage 1 The Unreflective Thinker |
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29 | (1) |
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Stage 2 The Challenged Thinker |
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30 | (2) |
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Stage 3 The Beginning Thinker |
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32 | (4) |
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Stage 4 The Practicing Thinker |
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36 | (1) |
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A "Game Plan" for Improvement |
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37 | (1) |
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A Game Plan for Devising a Game Plan |
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38 | (7) |
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Integrating Strategies One by One |
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41 | (4) |
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Chapter 3 Self-Understanding |
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45 | (12) |
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Monitor the Egocentrism in Your Thought and Life |
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46 | (1) |
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Make a Commitment to Fairmindedness |
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47 | (1) |
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Recognize the Mind's Three Distinctive Functions |
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48 | (1) |
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Understand That You Have a Special Relationship to Your Mind |
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49 | (5) |
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Connect Academic Subjects to Your Life and Problems |
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54 | (1) |
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Learn Both Intellectually and Emotionally |
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54 | (3) |
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Chapter 4 The Parts Of Thinking |
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57 | (34) |
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Reasoning Is Everywhere in Human Life |
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58 | (1) |
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59 | (8) |
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A First Look at the Elements of Thought |
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61 | (4) |
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An Everyday Example: Jack and Jill |
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65 | (1) |
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66 | (1) |
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How the Parts of Thinking Fit Together |
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67 | (1) |
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The Relationship between the Elements |
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68 | (1) |
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Critical Thinkers Think to Some Purpose |
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68 | (1) |
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Critical Thinkers Take Command of Concepts |
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69 | (3) |
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Critical Thinkers Assess Information |
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72 | (6) |
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73 | (1) |
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74 | (1) |
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75 | (3) |
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Critical Thinkers Distinguish between Inferences and Assumptions |
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78 | (5) |
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Critical Thinkers Think through Implications |
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83 | (3) |
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Critical Thinkers Think across Points of View |
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86 | (3) |
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The Point of View of the Critical Thinker |
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89 | (1) |
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90 | (1) |
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Chapter 5 Standards For Thinking |
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91 | (32) |
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Take a Deeper Look at Universal Intellectual Standards |
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92 | (12) |
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92 | (1) |
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93 | (2) |
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95 | (1) |
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96 | (1) |
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97 | (1) |
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98 | (1) |
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99 | (1) |
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100 | (1) |
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100 | (4) |
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Bring Together the Elements of Reasoning and the Intellectual Standards |
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104 | (8) |
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Purpose, Goal, or End in View |
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105 | (1) |
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Question at Issue or Problem to Be Solved |
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106 | (1) |
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Point of View or Frame of Reference |
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107 | (1) |
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Information, Data, Experiences |
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108 | (1) |
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Concepts, Theories, Ideas |
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109 | (1) |
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110 | (1) |
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Implications and Consequences |
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110 | (1) |
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111 | (1) |
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Brief Guidelines for Using Intellectual Standards |
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112 | (11) |
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Chapter 6 Ask Questions That Lead To Good Thinking |
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123 | (20) |
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The Importance of Questions in Thinking |
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124 | (1) |
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Questioning Your Questions |
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124 | (2) |
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Dead Questions Reflect Inert Minds |
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126 | (1) |
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Three Categories of Questions |
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126 | (4) |
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Become a Socratic Questioner |
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130 | (11) |
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Focus Your Thinking on the Type of Question Being Asked |
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132 | (2) |
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Focus Your Questions on Universal Intellectual Standards for Thought |
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134 | (2) |
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Focus Your Questions on the Elements of Thought |
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136 | (2) |
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Focus Your Questions on Prior Questions |
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138 | (1) |
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Focus Your Questions on Domains of Thinking |
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139 | (2) |
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141 | (2) |
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Chapter 7 Master The Thinking, Master The Content |
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143 | (10) |
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Go Beyond Superficial Memorization to Deep Learning |
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144 | (1) |
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The Relation of Content to Thinking |
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145 | (1) |
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Understand Content through Thinking and Thinking through Content |
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146 | (3) |
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All Content Is Organized by Concepts |
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147 | (1) |
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All Content Is Logically Interdependent |
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148 | (1) |
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Think through Your Classes Using Your Knowledge of Thinking |
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149 | (4) |
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150 | (3) |
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Chapter 8 Discover How The Best Thinkers Learn |
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153 | (34) |
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18 Ideas for Improving Your Studies |
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154 | (2) |
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The Logic of a Typical College Class |
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156 | (4) |
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Becoming a Skilled Thinker |
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157 | (1) |
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The Design of a Typical College Class and the Typical College Student |
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158 | (2) |
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Figure Out the Underlying Concept of Your Courses |
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160 | (2) |
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Figure Out the Form of Thinking Essential to Courses or Subjects |
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162 | (2) |
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Think within the Logic of the Subject |
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164 | (1) |
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The Logic of Biochemistry |
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165 | (3) |
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The Logic of Four Additional Disciplines |
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168 | (6) |
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168 | (1) |
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169 | (2) |
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The Logic of Aerospace Engineering |
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171 | (1) |
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The Logic of Electrical Engineering |
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172 | (2) |
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Make the Design of the Course Work for You |
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174 | (7) |
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Sample Course: American History, 1600-1800 |
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176 | (5) |
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Reading, Writing, Speaking, Listening, and Thinking |
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181 | (2) |
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Figure Out the Logic of an Article or Essay |
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183 | (1) |
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Figure Out the Logic of a Textbook |
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184 | (1) |
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Criteria for Evaluating an Author's Reasoning |
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185 | (2) |
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Chapter 9 Redefine Grades As Levels Of Thinking And Learning |
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187 | (10) |
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Develop Strategies for Self-Assessment |
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188 | (1) |
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Use Profiles to Assess Your Performance |
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188 | (4) |
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Exemplary Students (Grade of A) |
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189 | (1) |
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High-Performing Students (Grade of B) |
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190 | (1) |
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Mixed-Quality Students (Grade of C) |
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190 | (1) |
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Low-Performing Students (Grade of D or F) |
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191 | (1) |
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Apply Student Profiles to Assess Your Performance within Specific Disciplines |
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192 | (4) |
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Exemplary Thinking as a Student of Psychology (Grade of A) |
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192 | (1) |
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High-Performing Thinking as a Student of Psychology (Grade of B) |
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193 | (1) |
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Mixed-Quality Thinking as a Student of Psychology (Grade of C) |
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194 | (1) |
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Low-Performing Thinking as a Student of Psychology (Grade of D or F) |
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195 | (1) |
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196 | (1) |
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Chapter 10 Make Decisions And Solve Problems |
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197 | (26) |
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197 | (9) |
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Evaluating Patterns in Decision-Making |
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198 | (1) |
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199 | (1) |
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The Logic of Decision-Making |
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199 | (3) |
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Dimensions of Decision-Making |
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202 | (1) |
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The Early Decisions (2-11 Years of Age) |
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203 | (1) |
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Adolescent Decisions (12-17 Years of Age) |
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204 | (2) |
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206 | (16) |
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Becoming an Activist Problem-Solver |
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206 | (2) |
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Evaluating Patterns in Your Problem-Solving |
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208 | (1) |
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209 | (1) |
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Dimensions of Problem-Solving |
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209 | (6) |
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Avoiding the Pitfalls of Problem-Solving |
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215 | (3) |
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Analyzing Problems Using the Elements of Thought |
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218 | (2) |
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The Art of Problem-Solving |
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220 | (2) |
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222 | (1) |
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Chapter 11 Deal With Your Irrational Mind |
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223 | (38) |
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Take Charge of Your Egocentric Nature |
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224 | (26) |
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Understand Egocentric Thinking |
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226 | (2) |
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Understand Egocentrism as a Mind within the Mind |
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228 | (2) |
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Successful Egocentric Thinking |
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230 | (1) |
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Unsuccessful Egocentric Thinking |
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231 | (2) |
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233 | (5) |
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238 | (9) |
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Pathological Tendencies of the Human Mind |
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247 | (1) |
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Challenge the Pathological Tendencies of Your Mind |
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248 | (2) |
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The Challenge of Rationality |
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250 | (1) |
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Take Charge of Your Sociocentric Tendencies |
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250 | (10) |
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The Nature of Sociocentrism |
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252 | (4) |
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256 | (1) |
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Sociocentric Thinking Is Unconscious and Potentially Dangerous |
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256 | (1) |
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Sociocentric Uses of Language |
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257 | (1) |
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Disclose Sociocentric Thinking through Conceptual Analysis |
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258 | (1) |
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Reveal Ideology at Work through Conceptual Analysis |
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259 | (1) |
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260 | (1) |
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Chapter 12 How To Detect Media Bias And Propaganda In National And World News |
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261 | (36) |
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Democracy and the News Media |
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262 | (2) |
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Myths That Obscure the Logic of the News Media |
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264 | (1) |
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"Objectivity" in the News Media |
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264 | (5) |
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266 | (1) |
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267 | (2) |
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The Perception of Bias in the Mainstream |
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269 | (3) |
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Propaganda and News Story Writing |
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269 | (2) |
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Protecting the Home Audience from Guilt Feelings |
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271 | (1) |
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Fostering Sociocentric Thinking |
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272 | (1) |
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Slanting Stories to Favor Privileged Views |
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273 | (12) |
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How to Obtain Useful Information from Propaganda and Standard News Stories |
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276 | (1) |
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Steps in Becoming a Critical Consumer of the "News" |
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277 | (1) |
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Media Awareness of Media Bias |
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278 | (3) |
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The Bias toward Novelty and Sensationalism |
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281 | (1) |
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Critical Consumers of the News |
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282 | (1) |
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Questions for the News Media |
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283 | (2) |
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Finding Alternative Sources of Information |
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285 | (1) |
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Becoming an Independent Thinker |
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286 | (10) |
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Buried, Ignored, or Underreported Stories |
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287 | (7) |
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294 | (1) |
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Additional Alternative News Sources |
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295 | (1) |
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296 | (1) |
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Chapter 13 Fallacies: The Art Of Mental Trickery And Manipulation |
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297 | (48) |
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Truth and Deception in the Human Mind |
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298 | (1) |
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299 | (3) |
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Uncritical Persons (Intellectually Unskilled Thinkers) |
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299 | (1) |
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Skilled Manipulators (Weak-Sense Critical Thinkers) |
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299 | (2) |
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Fairminded Critical Persons (Strong-Sense Critical Thinkers) |
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301 | (1) |
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The Concept of Fallacies of Thought |
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302 | (3) |
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302 | (1) |
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Mistakes versus Fallacies |
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303 | (1) |
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No Exhaustive List of Fallacies |
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303 | (2) |
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305 | (3) |
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Analyzing Generalizations |
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308 | (5) |
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310 | (1) |
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311 | (2) |
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44 Foul Ways to Win an Argument |
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313 | (18) |
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Fallacy Detection: Analyzing a Speech from the Past |
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331 | (4) |
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Fallacy Detection: Analyzing a Current Presidential Speech |
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335 | (4) |
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Fallacy Detection: Analyzing a Speech from a Presidential Candidate |
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339 | (3) |
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342 | (1) |
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343 | (2) |
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Chapter 14 Develop As An Ethical Reasoner |
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345 | (22) |
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Why People Are Confused about Ethics |
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346 | (2) |
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The Fundamentals of Ethical Reasoning |
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348 | (17) |
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Ethical Concepts and Principles |
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349 | (3) |
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The Universal Nature of Ethical Principles |
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352 | (2) |
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Distinguishing Ethics from Other Domains of Thinking |
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354 | (8) |
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Understanding Our Native Selfishness |
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362 | (3) |
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365 | (2) |
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Chapter 15 Strategic Thinking: Part One |
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367 | (16) |
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Understanding and Using Strategic Thinking |
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367 | (3) |
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Components of Strategic Thinking |
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370 | (1) |
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The Beginnings of Strategic Thinking |
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370 | (13) |
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Key Idea #1 Thoughts, Feelings, and Desires Are Interdependent |
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371 | (3) |
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Key Idea #2 There Is a Logic to This, and You Can Figure It Out |
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374 | (6) |
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Key Idea #3 For Thinking to Be of High Quality, We Must Routinely Assess It |
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380 | (3) |
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Chapter 16 Strategic Thinking: Part Two |
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383 | (18) |
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Key Idea #4 Our Native Egocentrism Is a Default Mechanism |
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383 | (4) |
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Key Idea #5 We Must Become Sensitive to the Egocentrism of Those around Us |
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387 | (2) |
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Key Idea #6 The Mind Tends to Generalize Beyond the Original Experience |
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389 | (2) |
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Key Idea #7 Egocentric Thinking Appears to the Mind as Rational |
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391 | (2) |
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Key Idea #8 The Egocentric Mind Is Automatic in Nature |
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393 | (2) |
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Key Idea #9 We Often Pursue Power through Dominating or Submissive Behavior |
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395 | (1) |
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Key Idea #10 Humans Are Naturally Sociocentric Animals |
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396 | (2) |
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Key Idea #11 Developing Rationality Requires Work |
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398 | (1) |
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399 | (2) |
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Chapter 17 Becoming An Advanced Thinker: Our Conclusion |
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401 | (11) |
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Practicing Skilled Thinking |
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401 | (1) |
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Stage 5 Reaching the Advanced Stage of Development |
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402 | (3) |
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Stage 6 Becoming an Accomplished Thinker |
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405 | (1) |
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Qualities of Mind of an Accomplished Thinker |
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406 | (2) |
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The Inner Logic of the Accomplished Thinker |
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408 | (1) |
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408 | (4) |
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A A Brief History of The Idea of Critical Thinking |
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412 | (8) |
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B Sample Analysis of the Logic of |
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420 | (9) |
| Glossary |
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429 | (52) |
| References |
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481 | (2) |
| Index |
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483 | |
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