Re-Thinking Reason: New Perspectives in Critical ThinkingKerry S. Walters SUNY Press, 1. sij 1994. - Broj stranica: 265 For two decades, colleges and universities have regularly offered, and in some cases required, courses in thinking skills. Such courses generally have focused on training students in the basics of informal and formal logic, the assumption being that good thinking is logical thinking, and that instruction in critical or "good" thinking consequently should emphasize logical procedures. This "logistic" assumption is clearly reflected in both critical thinking textbooks as well as in the professional literature. Recently, however, the epistemic and pedagogical identification of critical thinking and logical thinking has been questioned by educators from a wide diversity of disciplines. Many of these critics argue that a richer, more comprehensive model of thinking itself is needed, one that acknowledges the importance of traditionally downplayed faculties such as empathy, imagination, and insight. Others contend that thinking skills theory and pedagogy must take into consideration the contextual and sometimes political influences upon not just content but also styles of thinking. finally still other critics of the conventional model of critical thinking argue that recent research in feminist studies sheds a great deal of light upon the directions in which critical thinking instruction should go. The fourteen essays in this anthology all illustrate this new way of thinking about critical thinking. Each of them is critical of the received model, and each of them argues for one that goes beyond the conventional reduction of thinking skills to logical expertise. But each approaches the issue from a different angle, thereby providing the reader with a diversity of perspectives and accents. Re-Thinking Reason is an invaluable resource tool, research guide, and supplemental textbook, for educators across the disciplines who are concerned with incorporating thinking skills instruction in their classes. |
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Rezultati 1 - 5 od 45.
Stranica 2
... defined in terms of logical operations and that critical thinking instruction is therefore not straighforwardly reducible to conventional training in logical analysis . Logical skills are essential functions of good thinking , but so ...
... defined in terms of logical operations and that critical thinking instruction is therefore not straighforwardly reducible to conventional training in logical analysis . Logical skills are essential functions of good thinking , but so ...
Stranica 5
... likewise assume that good thinking just is logical thinking , or they at least trust philosophers to define thinking for the academic community . A third reason for critical thinking's logicistic drift is the Introduction 5.
... likewise assume that good thinking just is logical thinking , or they at least trust philosophers to define thinking for the academic community . A third reason for critical thinking's logicistic drift is the Introduction 5.
Stranica 7
... defined by logical rules inde- pendent of time , place , or content . Their universality thereby ensures that the good thinker can utilize them in any discourse context whatsoever as a means of determining justified belief . That this ...
... defined by logical rules inde- pendent of time , place , or content . Their universality thereby ensures that the good thinker can utilize them in any discourse context whatsoever as a means of determining justified belief . That this ...
Stranica 8
... definition , inference , scientific method and attitude , prejudice , propaganda , and values and logic . Moreover ... defines critical thinking in a straightforwardly logical way as " the correct assessment of statements . " According ...
... definition , inference , scientific method and attitude , prejudice , propaganda , and values and logic . Moreover ... defines critical thinking in a straightforwardly logical way as " the correct assessment of statements . " According ...
Stranica 16
... defined by the received framework . Good thinking , maintains Missimer , is a social artifact , predicated on a community of inquirers , that regularly examines arguments and claims by weighing them against alternative ones . But the ...
... defined by the received framework . Good thinking , maintains Missimer , is a social artifact , predicated on a community of inquirers , that regularly examines arguments and claims by weighing them against alternative ones . But the ...
Sadržaj
1 | 25 |
2 | 33 |
3 | 43 |
4 | 61 |
LO | 81 |
II | 99 |
6 | 101 |
7 | 119 |
9 | 155 |
III | 177 |
10 | 181 |
11 | 199 |
12 | 205 |
13 | 221 |
14 | 233 |
Contributors | 257 |
Ostala izdanja - Prikaži sve
Re-Thinking Reason: New Perspectives in Critical Thinking Kerry S. Walters Pregled nije dostupan - 1994 |
Re-Thinking Reason: New Perspectives in Critical Thinking Kerry S. Walters Pregled nije dostupan - 1994 |
Uobičajeni izrazi i fraze
ability analytic Angus approach argues assessing assumptions beliefs bias biased calculus of justification claim cognitive conception of critical connected knowing context creative thinking critical pedagogy Critical Theory critical thought culture curriculum dialectic discussion dispositions empathy emphasis ethical evaluative Evelyn Fox Keller experience fallacies feminism feminist Hannah Arendt Henry Giroux human Ibid identified imagination impartial Individual View informal fallacies Informal Logic instrumental reason intellectual intuition issue judgment knowledge logical analysis logicistic McPeck means moral neutral norms object objectivism objectivist one's order thinking patriarchal conceptual framework pattern of discovery Paul Paulo Freire person perspective Peter Elbow Philosophy Philosophy of Education point of view political Press problem question rational reflective relevant requires Ricoeur second wave sense Siegel Social View specific skills Spock standards suggest teachers teaching critical thinking theoretical theory thinker thinking skills traditional Trivial Pursuit understanding University values women worldview York