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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Stranica ix
... fact that thinking is intrinsically unisolatable . In other words , thinking is not detachable from the contexts in which such activity occurs . At the same time that the first wave critical thinkers strive to institutionalize their ...
... fact that thinking is intrinsically unisolatable . In other words , thinking is not detachable from the contexts in which such activity occurs . At the same time that the first wave critical thinkers strive to institutionalize their ...
Stranica x
... fact be described as the outcomes of wars of intellectual and material position . This does not mean , of course , that all second wave theorists identified by Walters constitute a unitary and homogenous movement since , Mark Weinstein ...
... fact be described as the outcomes of wars of intellectual and material position . This does not mean , of course , that all second wave theorists identified by Walters constitute a unitary and homogenous movement since , Mark Weinstein ...
Stranica xi
... facts can never be isolated from the domain of values or removed from forms of ideological inscription ; that the relationship between object and concept and object and signifier and signified is never stable or fixed and is often ...
... facts can never be isolated from the domain of values or removed from forms of ideological inscription ; that the relationship between object and concept and object and signifier and signified is never stable or fixed and is often ...
Stranica 4
... , in fact , that many institutions use the terms " critical thinking " and " informal logic " interchangeably in their rosters of course descriptions . As Joanne Kurfiss correctly notes , " teaching 4 Kerry S. Walters.
... , in fact , that many institutions use the terms " critical thinking " and " informal logic " interchangeably in their rosters of course descriptions . As Joanne Kurfiss correctly notes , " teaching 4 Kerry S. Walters.
Stranica 5
... fact that ability to manipulate the rigorous techniques of logical analysis is a necessary condition for success in academic courses of study . Students are expected to wrestle with competing arguments and claims across the disciplines ...
... fact that ability to manipulate the rigorous techniques of logical analysis is a necessary condition for success in academic courses of study . Students are expected to wrestle with competing arguments and claims across the disciplines ...
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