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Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum 4th edition [Minkštas viršelis]

3.81/5 (218 ratings by Goodreads)
  • Formatas: Paperback / softback, 256 pages, aukštis x plotis x storis: 10x10x10 mm, weight: 280 g
  • Išleidimo metai: 22-Feb-2011
  • Leidėjas: Pearson
  • ISBN-10: 0137085141
  • ISBN-13: 9780137085149
Kitos knygos pagal šią temą:
Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum 4th editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 256 pages, aukštis x plotis x storis: 10x10x10 mm, weight: 280 g
  • Išleidimo metai: 22-Feb-2011
  • Leidėjas: Pearson
  • ISBN-10: 0137085141
  • ISBN-13: 9780137085149
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780137085149.html
Raktažodžiai:
For Freshman Orientation or Critical Thinking courses as well as a supplementary text for use in any subject-matter at any educational level. This concise, effective guide is designed to help students learn to think critically in any subject-matter.

Learning to Think Things Through presents a combination of instruction and exercises that shows the reader how to become active learners rather than passive recipients of information, use critical thinking to more fully appreciate the power of the discipline they are studying, to see its connections to other fields and to their day-to-day lives, and to maintain an overview of the field so they can see the parts in terms of the whole. The model of critical thinking (used throughout the book) is in terms of the elements of reasoning, standards, and critical thinking processes. This model is well-suited to thinking through any problem or question. The 4th edition reflects streamlined writing, with changes and substantial edits on virtually every page.

Recenzijos

"This text stacks op very well against its competition because it is concise. The difficulty in choosing texts on critical thinking is that they are either too complicated, do not offer enough coverage, or use a particular discipline to explicate critical thinking. What makes this text effective is that it is easy to work with and applicable to any and all disciplines." - Susan Quarrell, Lehman College

New to the Fourth Edition xiii
To the Instructor xvii
To the Student xxvii
Chapter 1 What Is Critical Thinking?
1(46)
Some Definitions of Critical Thinking
1(2)
Some Prominent Features of Critical Thinking
3(2)
Critical Thinking Is Reflective
3(1)
Critical Thinking Involves Standards
3(1)
Critical Thinking Is Authentic
3(1)
Critical Thinking Involves Being Reasonable
4(1)
Three Parts of Critical Thinking
5(7)
Asking the Questions
6(2)
Reasoning It Out
8(2)
Believing the Results
10(2)
What Critical Thinking Is Not
12(4)
Critical Thinking and Negativity
12(1)
Critical Thinking and Emotions
13(3)
Impediments to Critical Thinking
16(5)
Forming a Picture of the World on the Basis of News Media
17(2)
Forming a Picture of the World on the Basis of Movies, TV, Advertising, Magazines
19(1)
All-or-Nothing Thinking (Black-and-White Thinking), Us-versus-Them Thinking, Stereotyping
20(1)
Fears
20(1)
Some Educational Practices Discourage Critical Thinking
21(1)
Deeper, More Pervasive Impediments to Critical Thinking
21(5)
Egocentrism
22(1)
Developmental Patterns of Thinking
23(1)
Previous Commitments, Previous Personal Experience
24(2)
How Deep Is Our Need for Critical Thinking?
26(2)
At the Level of Practical Decision Making
26(1)
At the Level of Meaningfulness
26(1)
At the Level of Concepts
26(2)
The Experience of Learning to Think Things Through
28(2)
Getting Started: Clarifying with SEE-I
30(5)
The Flexibility of SEE-I
32(2)
Critical-Thinking Template
34(1)
An Overview of the Book That Lies Ahead
35(2)
Some Outcomes
37(3)
Ideas for Writing
38(1)
Tell Your Story
39(1)
Chapter 1 Exercises
40(7)
Chapter 2 The Elements of Reasoning
47(39)
The Nuts and Bolts of Critical Thinking
48(1)
The Elements of Reasoning
48(16)
Purpose (objectives, goals, desired outcome, intention, function)
50(1)
Question at Issue (problem, topic, "the point," "Q at I")
51(1)
Assumptions (background theory, what is given or what is taken for granted, axioms)
52(1)
Implications and Consequences (what follows, costs and benefits)
53(2)
Information (data, evidence, observations)
55(1)
Concepts (organizing ideas, categories)
56(1)
Conclusions, Interpretations (inferences, solutions, decisions arrived at)
57(2)
Point of View (frame of reference, perspective)
59(2)
Alternatives (other possibilities, options, choices)
61(1)
Context (setting, background)
62(1)
A Visualization
63(1)
Three Additional Elements of Reasoning
64(3)
Reasons
64(1)
Claims (judgments)
65(1)
Hypothesis
65(1)
A Misleading Element: Facts
66(1)
How to Analyze a Piece of Reasoning Using the Elements
67(4)
Going Around the Circle: The Basic Process of Analysis
68(1)
Working with the Elements: The Logic of Something
68(2)
Analyzing Positions You Disagree With
70(1)
Example: Thinking Through the Logic of Getting Married
71(4)
Trusting the Process
75(1)
Some Outcomes
76(2)
Ideas for Writing
77(1)
Tell Your Story
77(1)
Chapter 2 Exercises
78(8)
Chapter 3 What Is Critical Thinking within a Field or Discipline?
86(47)
Definitions and Parts of Critical Thinking: Applied to a Field
87(5)
Thinking Biologically, Thinking Sociologically, Thinking Philosophically, Thinking Musically ...
92(1)
The Logic of the Field or Discipline
93(6)
What Is a Field or Discipline?
93(1)
The Concept of the Logic of a Field
94(1)
What Does the Logic of a Field Consist Of?
95(1)
Box: An Analysis of the Logic of Earth Sciences
96(1)
Box: Logic of Literature Course
97
An Analysis of the Logic of Earth Sciences
96(1)
Logic of a Literature Course
97(2)
Learning the Vocabulary of the Discipline
99(2)
What Is It to Think in a Discipline's Vocabulary?
100(1)
Fundamental and Powerful Concepts
101(11)
Understanding Fundamental and Powerful Concepts
101(4)
Using Concept Maps to Display Logical Connections
105(1)
The Central Question of the Course as a Whole
106(3)
Box: Short Essay: Using Fundamental and Powerful Concepts to Think Through a Central Question in an Introduction to Sociology Course
109(3)
The Point of View of the Discipline
112(2)
Impediments to Thinking Critically Within a Discipline
114(4)
Background Stories, Background Logic
115(2)
School Stuff
117(1)
Trusting the Discipline
118(5)
When You Disagree
123(1)
Some Outcomes
123(10)
Ideas for Writing
124(1)
Tell Your Story
125(1)
Chapter 3 Exercises
126(7)
Chapter 4 Standards of Critical Thinking
133(35)
Clearness
134(4)
Discussion
135(2)
Impediments: What's Difficult about Being Clear
137(1)
How to Become Clearer
138(1)
Accuracy
138(3)
Discussion
139(1)
Impediments: What's Difficult about Being Accurate and Recognizing What's Accurate
140(1)
How to Become More Accurate
141(1)
Importance, Relevance
141(2)
Discussion
142(1)
Impediments: What's Difficult about Focusing on What Is Important
143(1)
How to Focus on What Is Most Important
143(1)
Sufficiency
143(4)
Discussion
144(1)
Impediments: What's Difficult about Reasoning Through Something Sufficiently
145(1)
How to Reason Things Out Sufficiently
146(1)
Depth and Breadth
147(4)
Discussion
147(3)
Impediments: What's Difficult about Reasoning Deeply Enough and Broadly Enough
150(1)
How to Look Beneath the Surface of Things, How to Gain a Broader Perspective
150(1)
Precision
151(1)
Discussion
151(1)
Impediments: What's Difficult about Being Precise
152(1)
How to Become More Precise
152(1)
Understanding and Internalizing Critical-Thinking Standards
152(1)
Additional Critical-Thinking Standards
153(1)
Non-Critical-Thinking Standards
153(2)
Evaluating Around the Circle of Elements
155(1)
The Basic Process of Evaluating a Piece of Reasoning
155(1)
Critical Reading
156(4)
Reading and the Standard of Importance
157(1)
Reading for Information
157(1)
Reading for Pleasure
157(1)
Box: Standards Check
158(2)
Reading and Listening
160(1)
Some Outcomes
160(2)
Ideas for Writing
161(1)
Tell Your Story
162(1)
Chapter 4 Exercises
162(6)
Chapter 5 Putting It All Together: Answering Critical-Thinking Questions
168(37)
The Core Process of Critical Thinking in a Discipline
169(4)
Doing More Than the Core Process
171(2)
Doing Less Than the Core Process
173(1)
How Do You Fit into the Picture? Becoming a Critical Thinker
173(3)
Critical-Thinking Character Traits
175(1)
Thinking Through Important Critical-Thinking Questions
176(14)
How to Start: Begin by Stepping Back
176(1)
Box: Thinking Critically About Questions
177(4)
Q: Looking at the Question
181(3)
E: Thinking It Through Using the Elements
184(2)
S: Using the Standards
186(1)
D: Thinking It Through in Terms of the Discipline
186(4)
Critical Writing: Using the Core Process to Write a Paper
190(5)
The Work of Critical Thinking
195(1)
Some Outcomes
195(3)
Ideas for Writing
196(1)
Tell Your Story
197(1)
Chapter 5 Exercises
198(7)
Responses to Starred Exercises 205(9)
Notes 214(4)
Index 218
Dr. Gerald Nosich is a Professor at Buffalo State College and Professor Emeritus at the University of New Orleans. He has given more than 250 national and international workshops on all aspects of teaching for critical thinking. He has also worked for the U.S. Department of Education on a project for a National Assessment of Higher Order Thinking Skills, served as the Assistant Director at the Center for Critical Thinking at Sonoma State University, and been featured as a Noted Scholar at the University of British Columbia.

On a more personal note, he has at times exercised and not exercised good judgment: he has ridden a motorcycle alone to the ziggurat of Ur in Iraq; has worked as an immigrant ditch-digger in Switzerland; been imprisoned by Communist authorities in Czechoslovakia; stowed away on a Sicilian ship to Algeria; sailed up the Nile with his family in a felucca; lived with Maasai warriors in central Africa; and traveled across the Sahara to Timbuktu. He is a Hurricane Katrina refugee and lives far from future hurricanes in Buffalo, New York.