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
... problem of " first wave " main- stream analyses of critical thinking and the pedagogical applications often fashioned there ( Edward Glaser , Robert Ennis , and Harvey Siegel are singled out as major culprits ) as consisting of an ...
... problem of " first wave " main- stream analyses of critical thinking and the pedagogical applications often fashioned there ( Edward Glaser , Robert Ennis , and Harvey Siegel are singled out as major culprits ) as consisting of an ...
Stranica 4
... problem solving ) , while ignoring or at best minimally attending to modes of thinking that emphasize imaginative creativity , personal commitment , self - inspection , or a sensitivity to contextual styles of discourse and persuasion ...
... problem solving ) , while ignoring or at best minimally attending to modes of thinking that emphasize imaginative creativity , personal commitment , self - inspection , or a sensitivity to contextual styles of discourse and persuasion ...
Stranica 5
... problem by concentrating so heavily on the mechanics of logical analysis . One significant factor in critical thinking's drift toward logicism , then , is the presence of a real need to train students in analytical strategies that will ...
... problem by concentrating so heavily on the mechanics of logical analysis . One significant factor in critical thinking's drift toward logicism , then , is the presence of a real need to train students in analytical strategies that will ...
Stranica 6
... problem is not simply one of lack of unorthodox texts . More pro- foundly , the fact that it is difficult to locate alternative materials reflects the reality that mainstream theoretical analyses of critical thinking , which in turn ...
... problem is not simply one of lack of unorthodox texts . More pro- foundly , the fact that it is difficult to locate alternative materials reflects the reality that mainstream theoretical analyses of critical thinking , which in turn ...
Stranica 8
... problems and subjects that come within the range of one's experience , ( 2 ) knowledge of the methods of logical inquiry and reasoning , and ( 3 ) some skill in applying those methods . " It's clear from Glaser's discussion of these ...
... problems and subjects that come within the range of one's experience , ( 2 ) knowledge of the methods of logical inquiry and reasoning , and ( 3 ) some skill in applying those methods . " It's clear from Glaser's discussion of these ...
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