Learning to think things through: a guide to critical thinking across the curriculum
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Edition: | 4. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XXIX, 222 S. |
| ISBN: | 9780137085149 0137085141 |
Staff View
MARC
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Record in the Search Index
| _version_ | 1804145578058186752 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
NEW TO THE FOURTH EDITION XIII TO THE INSTRUCTOR XVII
TO THE STUDENT XXVII
CHAPTER I
WHAT IS CRITICALTHINKING?
SOME DEFINITIONS OF CRITICAL THINKING 1 SOME PROMINENT FEATURES OF
CRITICAL THINKING 3 CRITIEAL THINKING IS REFLEETIVE 3
CRITIEAL THINKING INVOLVES STANDARDS 3 CRITIEAL THINKING IS AUTHENTIE 3
CRITIEAL THINKING INVOLVES BEING REASONABLE 4
THREE PARTS OF CRITICAL THINKING 5
ASKING THE QUESTIONS 6
REASONING IT OUT 8
BELIEVING THE RESULTS 10 WHAT CRITICAL THINKING IS NOT 12
CRITICAL THINKING AND NEGATIVITY 12
CRITIEAL THINKING AND EMOTIONS 13 IMPEDIMENTS TO CRITICAL THINKING 16
FORMING A PIETURE OF THE WORLD ON THE BASIS OF NEWS MEDIA 17
FORMING A PIETURE OF THE WORLD ON THE BASIS OF MOVIES, TV, ADVERTISING,
MAGAZINES 19 ALL-OR-NOTHING THINKING (BLAEK-AND-WHITE THINKING),
US-VERSUS-THEM THINKING, STEREOTYPING 20
V
IMAGE 2
VI CONTENTS
FEARS 20
SOME EDUCATIONAL PRACTICES DISCOURAGE CRITICAL THINKING 21
DEEPER, MORE PERVASIVE IMPEDIMENTS TO CRITICAL THINKING 21
EGOCENTRISM 22
DEVELOPMENTAL PATTERNS OF THINKING 23
PREVIOUS COMMITMENTS, PREVIOUS PERSONAL EXPERIENCE 24 HOW DEEP IS OUR
NEED FOR CRITICAL THINKING? 26
AT THE LEVEL OF PRACTICAL DECISION MAKING 26
AT THE LEVEL OF MEANINGFULNESS 26 AT THE LEVEL OF CONCEPTS 26
THE EXPERIENCE OF LEARNING TO THINK THINGS THROUGH 28
GETTING STARTED: CLARIFYING WITH SEE-I 30 THE FLEXIBILITY OF SEE-I 32
CRITICAL-THINKING TEMPLATE 34
AN OVERVIEW OF THE BOOK THAT LIES AHEAD 35
SOME OUTCOMES 37
IDEAS FOR WRITING 38
TELL YOUR STORY 39
CHAPTER I EXERCISES 40
CHAPTER 2
THE ELEMENTSOF REASONING 47
THE NUTS AND BOLTS OF CRITICAL THINKING 48
THE ELEMENTS OF REASONING 48
PURPOSE (OBJECTIVES, GOALS, DESIRED OUTCOME, INTENTION, FUNCTION) 50
QUESTION AT ISSUE (PROBLEM, TOPIC, THE POINT, Q AT I ) 51
ASSUMPTIONS (BACKGROUND THEORY, WHAT IS GIVEN OR WHAT IS TAKEN FOR GRAN
TED, AXIOMS) 52 IMPLICATIONS AND CONSEQUENCES (WHAT FOLLOWS, COSTS AND
BENEFITS) 53
IMAGE 3
CONTENTS VII
71
67
68
68
59 61
64
78
65
INFORMATION (DATA, EVIDENCE, OBSERVATIONS) 55 CONCEPTS (ORGANIZING
IDEAS, CATEGORIES) 56 CONCLUSIONS, INTERPRETATIONS (INFERENCES,
SOLUTIONS, DECISIONS ARRIVED AT) 57 POINT OF VIEW (FRAME OF REFERENCE,
PERSPECTIVE) ALTERNATIVES (OTHER POSSIBILITIES, OPTIONS, CHOICES)
CONTEXT (SETTING, BACKGROUND) 62
A VISUALIZATION 63
THREE ADDITIONAL ELEMENTS OF REASONING
REASONS 64
CLAIMS (JUDGMENTS) HYPOTHESIS 65
A MISLEADING ELEMENT: FACTS 66 HOW TO ANALYZE A PIECE OF REASONING USING
THE ELEMENTS
GOING AROUND THE CIRCLE: THE BASIC PROCESS OF ANALYSIS
WORKING WITH THE ELEMENTS: THE LOGIC OF SOMETHING
ANALYZING POSITIONS YOU DISAGREE WITH 70 EXAMPLE: THINKING THROUGH THE
LOGIC OF GETTING MARRIED
TRUSTING THE PROCESS 75
SOME OUTCOMES 76
IDEAS FOR WRITING 77
TELL YOUR STORY 77
CHAPTER2 EXERCISES
CHAPTER3
WHAT IS CRITICALTHINKINGWITHIN
A FIELDOR DISCIPLINE? 86 DEFINITIONS AND PARTS OF CRITICAL THINKING:
APPLIED TO A FIELD 87
THINKING BIOLOGICALLY, THINKING SOCIOLOGICALLY, THINKING
PHILOSOPHICALLY, THINKING MUSICALLY ... 92
THE LOGIC OF THE FIELD OR DISCIPLINE 93
WHAT IS A FIELD OR DISCIPLINE? 93
IMAGE 4
VIII CONTENTS
THE CONCEPT OF THE LOGIC OF A FIELD 94
WHAT DOES THE LOGIC OF A FIELD CONSIST OF? 95 BOX: AN ANALYSIS OF THE
LOGIC OF EARTH SCIENCES 96
BOX: LOGIC OF LITERATURE COURSE 97
AN ANALYSIS OF THE LOGIC OF EARTH SCIENCES 96 LOGIC OF A LITERATURE
COURSE 97
LEARNING THE VOCABULARY OF THE DISCIPLINE 99 WHAT IS IT TO THINK IN A
DISCIPLTNE S VOCABULARY? 100
FUNDAMENTAL AND POWERFUL CONCEPTS 101
UNDERSTANDING FUNDAMENTAL AND POWERFUL CONCEPTS 101
USING CONCEPT MAPS TO DISPLAY LOGICAL CONNECTIONS 105
THE CENTRAL QUESTION OF THE COURSE AS A WHOLE 106
BOX: SHORT ESSAY: USING FUNDAMENTAL AND POWERFUL CONCEPTS TO THINK
THROUGH A CENTRAL QUESTION IN AN INTRODUCTION TO SOCIOLOGY COURSE 109
THE POINT OF VIEW OF THE DISCIPLINE 112
IMPEDIMENTS TO THINKING CRITICALLY WITHIN A DISCIPLINE 114 BACKGROUND
STORIES, BACKGROUND LOGIC 115
SCHOOL STUFF 117
TRUSTING THE DISCIPLINE 118
WHEN YOU DISAGREE 123
SOME OUTCOMES 123
IDEAS FOR WRITING 124
TELL YOUR STORY 125
CHAPTER3 EXERCISES 126
CHAPTER4
STANDARDSOF CRITICALTHINKING 133
CLEARNESS 134
DISCUSSION 135
IMPEDIMENTS: WHAT S DIFFICULT ABOUT BEING CLEAR 137
IMAGE 5
CONTENTS IX
HOW TO BECOME CLEARER 138 ACCURACY 138
DISCUSSION 139
IMPEDIMENTS: WHAT S DIFFICULT ABOUT BEING ACCURATE AND RECOGNIZING
WHAT S ACCURATE 140
HOW TO BECOME MORE ACCURATE 141
IMPORTANCE. RELEVANCE 141 DISCUSSION 142
IMPEDIMENTS: WHAT S DIFFICULT ABOUT FOCUSING ON WHAT IS IMPORTANT 143
HOW TO FOCUS ON WHAT IS MOST IMPORTANT 143
SUFFICIENCY 143
DISCUSSION 144
IMPEDIMENTS: WHAT S DIFFICULT ABOUT REASONING THROUGH SOMETHING
SUFFICIENTLY 145
HOW TO REASON THINGS OUT SUFFICIENTLY 146
DEPTH AND BREADTH 147
DISCUSSION 147
IMPEDIMENTS: WHAT S DIFFICULT ABOUT REASONING DEEPLY ENOUGH AND BROADLY
ENOUGH 150
HOW TO LOOK BENEATH THE SURFACE OF THINGS, HOW TO GAIN A BROADER
PERSPEETIVE 150 PRECISION 151
DISCUSSION 151
IMPEDIMENTS: WHAT S DIFFIEULT ABOUT BEING PRECISE 152
HOW TO BECOME MORE PRECISE 152 UNDERSTANDING AND INTERNALIZING
CRITICAL-THINKING STANDARDS 152
ADDITIONAL CRITICAL-THINKING STANDARDS 153
NON-CRITICAL-THINKING STANDARDS 153
EVALUATING AROUND THE CIRC1E OF ELEMENTS 155 THE BASIC PROCESS OF
EVALUATING A PIECE OF REASONING 155
CRITICAL READING 156
READING AND THE STANDARD OF IMPORTANCE 157
IMAGE 6
X CONTENTS
READING FOR INFORMATION
READING FOR PLEASURE BOX: STANDARDS CHECK
READING AND LISTENING
SOME OUTCOMES 160
IDEAS FOR WRITING 161
TELL YOUR STORY 162
CHAPTER4 EXERCISES
CHAPTER 5
157
157 158
160
162
PUTTINGIT ALL TOGETHER:ANSWERING
CRITICAL-THINKING QUESTIONS 168 THE CORE PROCESS OF CRITICAL THINKING IN
A DISCIPLINE 169
DOING MORE THAN THE CORE PROCESS 171
DOING LESS THAN THE CORE PROCESS 173 HOW DO YOU FIT INTO THE PICTURE?
BECOMING A CRITICAL THINKER 173
CRITICAL-THINKING CHARACTER TRAITS 175 THINKING THROUGH IMPORTANT
CRITICAL-THINKING QUESTIONS 176
HOW TO START: BEGIN BY STEPPING BACK 176
BOX: THINKING CRITICALLY ABOUT QUESTIONS 177
Q: LOOKING AT THE QUESTION 181 E: THINKING IT THROUGH USING THE ELEMENTS
184
S: USING THE STANDARDS 186
D: THINKING IT THROUGH IN TERMS OF THE DISCIPLINE 186
CRITICAL WRITING: USING THE CORE PROCESS TO WRITE A PAPER 190
THE WORK OF CRITICAL THINKING 195
IMAGE 7
SOME OUTCOMES 195
IDEAS FOR WRITING 196
TELL YOUR STORY 197
CHAPTER5 EXERCISES 198
RESPONSES TO STARRED EXERCISES 205
NOTES 2/4
INDEX 218
CONTENTS XI
|
| any_adam_object | 1 |
| author | Nosich, Gerald M. |
| author_facet | Nosich, Gerald M. |
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| author_sort | Nosich, Gerald M. |
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| dewey-search | 370.15/2 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 4. ed. |
| format | Book |
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| spelling | Nosich, Gerald M. Verfasser aut Learning to think things through a guide to critical thinking across the curriculum Gerald M. Nosich 4. ed. Boston ; Munich [u.a.] Pearson 2012 XXIX, 222 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Critical thinking Study and teaching Interdisciplinary approach in education Lernziel (DE-588)4035421-0 gnd rswk-swf Kritisches Denken (DE-588)4231288-7 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Kritisches Denken (DE-588)4231288-7 s Lernziel (DE-588)4035421-0 s DE-604 Unterricht (DE-588)4062005-0 s 1\p DE-604 Inhaltsverzeichnis application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022459544&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Nosich, Gerald M. Learning to think things through a guide to critical thinking across the curriculum Critical thinking Study and teaching Interdisciplinary approach in education Lernziel (DE-588)4035421-0 gnd Kritisches Denken (DE-588)4231288-7 gnd Unterricht (DE-588)4062005-0 gnd |
| subject_GND | (DE-588)4035421-0 (DE-588)4231288-7 (DE-588)4062005-0 |
| title | Learning to think things through a guide to critical thinking across the curriculum |
| title_auth | Learning to think things through a guide to critical thinking across the curriculum |
| title_exact_search | Learning to think things through a guide to critical thinking across the curriculum |
| title_full | Learning to think things through a guide to critical thinking across the curriculum Gerald M. Nosich |
| title_fullStr | Learning to think things through a guide to critical thinking across the curriculum Gerald M. Nosich |
| title_full_unstemmed | Learning to think things through a guide to critical thinking across the curriculum Gerald M. Nosich |
| title_short | Learning to think things through |
| title_sort | learning to think things through a guide to critical thinking across the curriculum |
| title_sub | a guide to critical thinking across the curriculum |
| topic | Critical thinking Study and teaching Interdisciplinary approach in education Lernziel (DE-588)4035421-0 gnd Kritisches Denken (DE-588)4231288-7 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | Critical thinking Study and teaching Interdisciplinary approach in education Lernziel Kritisches Denken Unterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022459544&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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