MARC details
| 000 -LEADER |
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| fixed length control field |
04233cam a2200301Ia 4500 |
| 001 - CONTROL NUMBER |
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| control field |
53055969 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190729104614.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
030919s2005 cau b 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
094458330x |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780944583302 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)60804300 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MTG |
| Transcribing agency |
MTG |
| Modifying agency |
EBC |
| -- |
XY4 |
| -- |
YDXCP |
| -- |
OCLCG |
| -- |
TBS |
| -- |
DEF |
| -- |
MiTN |
| 049 ## - LOCAL HOLDINGS (OCLC) |
|---|
| Holding library |
EY87 |
| 050 14 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
BF441 |
| Item number |
.P39 2005 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Paul, Richard. |
| 245 12 - TITLE STATEMENT |
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| Title |
A guide for educators to critical thinking competency standards : |
| Remainder of title |
standards, principles, performance indicators, and outcomes with a critical thinking master rubric / |
| Statement of responsibility, etc. |
by Richard Paul and Linda Elder. |
| 246 30 - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Critical thinking competency standards |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Dillon Beach, CA : |
| Name of publisher, distributor, etc. |
Foundation for Critical Thinking, |
| Date of publication, distribution, etc. |
c2005. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
56 p. ; |
| Dimensions |
21 cm. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
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. |
| 596 ## - |
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| -- |
2 |
| 600 10 - SUBJECT ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Elder, Linda, |
| Dates associated with a name |
1962- |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Critical thinking. |
| 948 ## - LOCAL PROCESSING INFORMATION (OCLC); SERIES PART DESIGNATOR (RLIN) |
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| Series part designator, SPT (RLIN) |
u346194 |
| 949 ## - LOCAL PROCESSING INFORMATION (OCLC) |
|---|
| a |
BF441 .P39 2005 |
| w |
LC |
| c |
1 |
| h |
EY87 |
| i |
33039001221588 |
| 903 ## - LOCAL DATA ELEMENT C, LDC (RLIN) |
|---|
| a |
21730 |