Greetings!
From Linda Elder and Richard Paul
Fellows of the Foundation...
Our most important goal is to help you deepen your understanding of critical thinking and increasingly apply it in your life.
Thus to keep you abreast of our many projects aimed at this goal and to create a regular means of communication, we have developed an electronic newsletter to be sent to you once a month.
In the past year alone, the Fellows of the Foundation have hosted the 28th International Conference on Critical Thinking and Educational Reform, the 2008 Spring Workshops in Berkeley, California, the 2nd International Academy on Critical Thinking at Oxford University in England, facilitated more than 26 professional development workshops, published a new thinker's guide entitled Intellectual Standards: The Words That Name Them and the Criteria That Define Them, produced new instructional tools such as the Critical Thinking Laminated Cards, launched the Online Critical Thinking Basic Knowledge Test, translated our Miniature Guide to Critical Thinking Concepts & Tools into French, and dramatically expanded our website to include new video clips, informational updates, and free articles.
We are increasingly concerned to help prepare people to survive in a rapidly changing world: a world wherein people are becoming more interdependent, a world which is becoming more and more dangerous. A world where bias, propaganda, and superficiality guide much of human thought and action.
Critical thinking is needed now, and more than every before.
In each of our future newsletters we will include a teaching tip, as well as updates on new developments and opportunities to participate with us as we continue our work to cultivate critical societies.
Richard Paul and Linda Elder  | Announcements!
Online Critical Thinking Course
for Those Who Teach (CT700) In affiliation with Sonoma State University, the Foundation for Critical Thinking is again offering an online educational experience where instructors can develop their skills in teaching students to think critically. Participants engage in critical dialogue with each other in the analysis and evaluation of current teaching practices and theory. At the end of the course, each participant has created, applied and tested various critical thinking lessons. This is an excellent learning opportunity for those interested in practical methods for facilitating the development of critical thinking skills and abilities in their classrooms.
Spring Workshops in Critical Thinking
February 27 - March 1, 2009
The first workshop day will focus on taking ownership of the core concepts and tools that define critical thinking. Days two and three will target strategies for bringing these core concepts into the logic of subjects, disciplines and domains of human thought.
Day One (choose one):
Days Two and Three (choose one): Critical thinking concepts and tools are the essential core of all well-conceived instruction. They define the ultimate goals of education. Taking ownership of these goals is the crucial first step in educational reform. The second step consists in contextualizing the goals. This entails creating strategies for bringing critical thinking into the teaching of every subject. Thus follows the design of the spring 2009 workshops.
Click Here for more on this event. | REMINDERS
Product Bundles Now Available On-line
 The Foundation for Critical Thinking now has product bundles that correlate with specific areas of specialization and/or interest. Each bundle contains titles most relevant to and purchased by educators and professionals within a respective category.
Sample shown:College and University Bundle
| "It is education which gives a man a clear conscious view of his own opinions and judgments, a truth in developing them, an eloquence in expressing them, and a force in urging them. It teaches him to see things as they are, to go right to the point, to disentangle a skein of thought, to detect what is sophistical, and to discard what is irrelevant. It prepares him to fill any post with credit, and to master any subject with facility. It shows him how to accommodate himself to others, how to throw himself into their state of mind, how to bring before them his own, how to influence them, how to come to an understanding with them, how to bear with them....he knows when to speak and when to be silent; he is able to converse, he is able to listen; he can ask a question pertinently, and gain a lesson seasonably, when he has nothing to impart himself." John Henry Newman; The Idea of a University, 1852 | |
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