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For Student Success and Career Development, or Critical Thinking courses. Written by two of the leading experts in the field, this book's approach to critical thinking is as a process for taking charge of and responsibility for one’s thinking.
Critical Thinking is based in theory developed over the last 30 years, it focuses on an integrated, comprehensive concept of critical thinking that is both substantive and practical; it fosters the development of basic intellectual skills students need to think through content in any class, subject, or discipline, as well as through any problem or issue they face. Simply stated, this text offers students the intellectual tools they need for lifelong learning, and rational, conscientious living. In this edition, several advanced chapters were eliminated, many diagrams have been added or enhanced, and the glossary of critical thinking terms has been more strongly developed. The authors’ website provides valuable resources to enhance students' development as thinkers www.criticalthinking.org
- Sales Rank: #42415 in Books
- Brand: Unknown
- Published on: 2011-09-10
- Original language: English
- Number of items: 1
- Dimensions: 9.06" h x .87" w x 7.32" l, 1.41 pounds
- Binding: Paperback
- 528 pages
Features
- Critical Thinking: Tools for Taking Charge of Your Learning and Your Life
Review
“Every semester I learn more about myself when teaching critical thinking. I have always used the Socratic method when teaching other courses, but due to actually teaching a “Critical Thinking” course and using this particular textbook, I find myself incorporating the traits and standards into ALL the courses. This, after all, is what it is all about!”
—Dr. Rochelle R. Brunson, Alvin Community College
“I believe that Dr. Paul and Linda Elder are two of the experts in the field of Critical Thinking and this book is one of the best on the market today."
—Jan C. Graham, Mayland Community College
From the Back Cover
Written by two of the leading experts in the field, this book's approach to critical thinking is as a process for taking charge of and responsibility for one’s thinking. Based in theory developed over the last 30 years, it focuses on an integrated, comprehensive concept of critical thinking that is both substantive and practical; it fosters the development of basic intellectual skills students need to think through content in any class, subject, or discipline, as well as through any problem or issue they face. The authors’ website provides valuable resources to enhance students' development as thinkers www.criticalthinking.org
Highlights include:
- Think for Yourself Activities
- A Substantive Approach to Multidisciplinary Learning
- Practical Ways to Analyze and Evaluate Reasoning
- Emphasis on Fair-Minded Critical Thinking and Ethical Reasoning
- Introducing Egocentric and Sociocentric Thought as Barriers to Critical Thinking
- Keys to Lifelong Learning, Decision Making and Problem Solving
- A Global Approach to Developing the Mind — its Thought, Desires and Emotions
- The Problem of Media Bias and Propaganda
- Thinking Strategically Through Problems and Issues in Everyday Life
For more information about the book including its’ support package, go to www.pearsonhighered.com/studentsuccess
Start strong. Finish stronger.
www.MyStudentSuccessLab.com
About the Author
Dr. Richard W. Paul is Director of Research and Professional Development at the Center for Critical Thinking and Chair of the National Council for Excellence in Critical Thinking. Dr. Paul is an internationally recognized authority on critical thinking, with eight books and over 200 articles on the subject. Dr. Paul has given lectures on critical thinking at many universities in both the United States and abroad, including Harvard, the University of Chicago, the University of Illinois, and the universities of Puerto Rico, Costa Rica, British Columbia, Toronto, and Amsterdam. He taught beginning and advanced courses in critical thinking at the university level for over 20 years. He has been the recipient of numerous honors and awards, including Distinguished Philosopher (by the Council for Philosophical Studies, 1987), O.C. Tanner Lecturer in Humanities (by Utah State University, 1986), Lansdown Visiting Scholar (by the University of Victoria, 1987), and the Alfred Korsybski Memorial Lecturer (by the Institute for General Semantics, 1987).
Dr. Linda Elder is an educational psychologist and a prominent authority on critical thinking. She is President of the Foundation for Critical Thinking and Executive Director of the Center for Critical Thinking. Dr. Elder has taught psychology and critical thinking at the college level and has given presentations to more than 20,000 educators at all levels. She has co-authored four books, including Critical Thinking: Tools for Taking Charge of Your Learning and Your Life, Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life and Twenty-Five Days to Better Thinking and Better Living. She has co-authored twenty thinker’s guides on critical thinking and co-authors a quarterly column on critical thinking in the Journal of Developmental Education. Dr. Elder has also developed an original stage theory of critical thinking development. Concerned with understanding and illuminating the relationship between thinking and affect, and the barriers to critical thinking, Dr. Elder has placed these issues at the center of her thinking and her work.
Most helpful customer reviews
17 of 18 people found the following review helpful.
Student Perspective
By Critical Grad
For faculty members: stop reading this and move on
For students having to buy this book: buy the older version and save your money
I was a student in a class that used this book as part of the curriculum. In this text, there were no "ah-ha!" moments, nor were there any concepts I could really take and use in my critical thinking in every day life. There is little thinking at all with this book other than "why was it assigned to class?" This book suffers from a severe lack of real-world application. Even the authors struggle to pose hypothetical cases to support their points.
In many cases, this book seems to be a defense of itself. The authors argue that one must use critical thinking to find value in things and to just shrug them off is a sign of "weak-sense" critical thinking. It might also be worth noting that they attempted to use the text, verbatim in many parts, for another book: Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life.
Faculty, this book is fluff and your students deserve better. Just for reference, my course used a companion book which I would recommend. Though it is not specifically about "critical thinking," I was able to gain more critical thinking skills and apply it more often to my life than P+E's book. Try this one: Why Decisions Fail. You have a duty to your students, and using this text, in my humble opinion, is simply being negligent.
18 of 21 people found the following review helpful.
Physician, Heal Thyself
By A Critical Thinking Instructor
This book is woefully inadequate as a text for a critical thinking course. What are we to make of a critical thinking text that says almost nothing about objective truth, the central role of argument in critical thinking, the distinction between inductive and deductive arguments, the distinction between truth and validity, or which does not even mention any of the standard deductive forms of argument?
It must be seen that there are certain minimum conditions that ANY critical thinking text must meet: (i) an emphasis on the importance of objective truth, and (ii) the use of argument as a means for the discovery of objective truth--neither of which are found in this book. Furthermore, the authors' emphasis on "Point of View" (one of their "Elements of Reasoning") in the absence of the foregoing conditions fosters the false belief that truth is somehow relative--i.e., the belief that since we all have a point of view, my "point of view" is as good as your "point of view." These major shortcomings cannot be overlooked.
What is even more telling is the fact that the authors do not seem to know how their "Standards for Thinking" apply to their own work. Just a few examples should suffice: (i) One of their standards is intellectual fairness (being "fair-minded"). Yet in the chapter entitled "Develop as an Ethical Reasoner," the authors spend three pages laying out the arguments of PETA against the use of animals in medical experimentation, but barely a paragraph presenting the argument in favor of such experimentation. This hardly seems fair-minded to me. It would seem that, for them, being "fair-minded" involves closely arguing one's own position, but ignoring the arguments of your opponent. (One wonders if they themselves are members of PETA. But, if they are, shouldn't they admit this for the sake of honesty and complete disclosure? Or is it only bias when someone else does it?) (ii) Another of their standards is that of depth. The problem here is that they do not seem to have read the individuals whom they quote so approvingly with any depth. They repeatedly quote William Graham Sumner as an advocate of critical thinking, but seem oblivious to the fact that he is best known for his ethical relativism---a position that they themselves seem to repudiate in their chapter on ethical reasoning. Perhaps they would have discovered this for themselves had they read beyond the first 20 pages in Sumner's book, Folkways. (iii) The authors present contradictory positions in the space of a few pages, and do not seem to even notice. On the one hand, they embrace the Universal Declaration of Human Rights as morally binding because "every nation on earth has signed the declaration." However, four pages later they condemn such practices as slavery since they were justified solely in virtue of "social convention." What they do not seem to realize is that their justification of the Universal Declaration of Human Rights is itself based solely on social convention--viz.,the ratification of a document by signing it. As laudable as the Universal Declaration of Human Rights might be, simply because it was signed by every nation on the face of the earth (itself a questionable claim) does not make it morally right or morally binding. After all, people can, and have signed the most immoral of documents--for example, those authorizing the deaths of 6 million Jews in Nazi Germany.
As a critical thinking instructor, I would be loath to recommend this book to anyone as anything other than an instructive failure. As a useful alternative, I would suggest Moore and Parker's Critical Thinking. It is much more comprehensive and more in keeping with representative views in the field.
8 of 10 people found the following review helpful.
Critical thinking that goes beyond disgruntled students
By Shawn Thompson aka the intimate ape
This book is actually much better than the justifiable drubbing it takes from disgruntled students forced to read the book in a course to get the course credits they want. The strength -- and the idiosyncrasies -- of this book by Richard W. Paul and his wife Linda Elder lie in its departure from the way that critical thinking texts are often a reflection of the preoccupations of the academic discipline of philosophy. This book departs from that and so is better for students in other disciplines. There is also a deeper humanity and deeper ambition to rational and humanize society in this book. I understood that better myself after attending a convention of Paul's critical thinking foundation in Berkeley, California in 2014, which was also a highly emotional moment with the sadly ailing Paul making an appearance in a wheelchair and seeing the love for him of his lively wife Linda Elder. It was also a delight to see 80-year-old consumer activist Ralph Nader receive an award at this convention. So, this is an author and a foundation that sincerely care about promoting rationality and ethics in society, something that has been lost with teaching critical thinking in the education system. However, there is a problem with the rational mission underlying the text and its applicability, which is why students are being so critical of such an impressive text in a way that I would expect from my own students. The very thoroughness of the text creates far too much complexity for students to absorb and even more importantly to apply. The text is also far too long to incorporate into a one-term course. The shorter guides produced by this critical thinking foundation don't solve the problem of applicability either. The shorter guides aren't a simplification of the complexity, just a less thorough version. Ironically, as I see in my own journalism students and in the negative reviews on Amazon of the text, the obstacle of this text to applying it is its own supreme rationality. Consequently, a better first choice for students and the general reader is Swatridge's Oxford Guide to Effective Argument and Critical Thinking, followed by Paul's text. But this critical thinking text does deserve much better recognition than it is getting because of the clarity of its rationality outside the limitations of a narrow academic education and the sincerity of its mission. This text could provide a solid foundation for a next-generation text that solves the applicability problem. By itself, it is well worth the effort of reading it, with the applications left to the individual creativity of the reader. The critical question in rating this text is whether to focus solely on the quality of the explanation of critical thinking or whether to include the practical means the text provides to apply what it promotes.
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