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001			53055969
003			OCoLC
005			20190729104614.0
008			030919s2005 cau b 000 0 eng d
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035			_a(OCoLC)60804300
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049			_aEY87
050	1	4	_aBF441 _b.P39 2005
100	1		_aPaul, Richard.
245	1	2	_aA guide for educators to critical thinking competency standards : _bstandards, principles, performance indicators, and outcomes with a critical thinking master rubric / _cby Richard Paul and Linda Elder.
246	3	0	_aCritical thinking competency standards
260			_aDillon Beach, CA : _bFoundation for Critical Thinking, _cc2005.
300			_a56 p. ; _c21 cm.
505	0		_aIntroduction: 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.
600	1	0	_aElder, Linda, _d1962-
650		0	_aCritical thinking.
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949			_aBF441 .P39 2005 _wLC _c1 _hEY87 _i33039001221588
596			_a2
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