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Richard Paul Anthology

   

 

This anthology, Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World, is found here in its entirety. For permission to use, please see our permissions page.

The book may also be ordered in print here.




Chapter 1 - The Critical Thinking Movement in Historical Perspective

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  • Chapter 1 - The Critical Thinking Movement in Historical Perspective


  • Chapter 2 - Critical thinking: Basic Questions and Answers

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  • Chapter 2 - Critical thinking: Basic Questions and Answers


  • Chapter 3 - The Logic of Creative and Critical Thinking

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  • Chapter 3 - The Logic of Creative and Critical Thinking


  • Chapter 4 - Critical Thinking in North America

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  • Chapter 4 - Critical Thinking in North America


  • Chapter 5 - Background Logic, Critical Thinking, and Irrational Language Games

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  • Chapter 5 - Background Logic, Critical Thinking, and Irrational Language Games


  • Chapter 6 - A Model for the National Assessment of Higher Order Thinking

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  • Chapter 6 - A Model for the National Assessment of Higher Order Thinking


  • Chapter 7 - Using Intellectual Standards to Assess Student Reasoning

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  • Chapter 7 - Using Intellectual Standards to Assess Student Reasoning


  • Chapter 8 - Why Students - and Teachers - Don't Reason Well

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  • Chapter 8 - Why Students - and Teachers - Don't Reason Well


  • Chapter 9 - Critical Thinking: Fundamentals to Education for a Free Society

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  • Chapter 9 - Critical Thinking: Fundamentals to Education for a Free Society


  • Chapter 10 - Critical Thinking and the Critical Person

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  • Chapter 10 - Critical Thinking and the Critical Person


  • Chapter 11 - Critical Thinking and the Nature of Prejudice

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  • Chapter 11 - Critical Thinking and the Nature of Prejudice


  • Chapter 12 - Ethics Without Indoctrination

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  • Chapter 12 - Ethics Without Indoctrination


  • Chapter 13 - Critical Thinking, Moral Integrity, and Citizenship: Teaching for the Intellectual Virtues

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  • Chapter 13 - Critical Thinking, Moral Integrity, and Citizenship: Teaching for the Intellectual Virtues


  • Chapter 14 - Dialogical Thinking: Critical Thinking Thought Essential to the Acquisition of Rational Knowledge and Passions

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  • Chapter 14 - Dialogical Thinking: Critical Thinking Thought Essential to the Acquisition of Rational Knowledge and Passions


  • Chapter 15 - Power, Vested Interest, and Prejudice: On the Need for Critical Thinking in the Ethics of Social and Economic Development

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  • Chapter 15 - Power, Vested Interest, and Prejudice: On the Need for Critical Thinking in the Ethics of Social and Economic Development


  • Chapter 16 - The Critical Connection: Higher Order Thinking that Unifies Curriculum, Instruction, and Learning

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  • Chapter 16 - The Critical Connection: Higher Order Thinking that Unifies Curriculum, Instruction, and Learning


  • Chapter 17 - Dialogical and Dialectical Thinking

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  • Chapter 17 - Dialogical and Dialectical Thinking


  • Chapter 18 - The Art of Redesigning Instruction

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  • Chapter 18 - The Art of Redesigning Instruction


  • Chapter 19 - Using Critical Thinking to Identify National Bias in the News

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  • Chapter 19 - Using Critical Thinking to Identify National Bias in the News


  • Chapter 20 - Socratic Questioning

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  • Chapter 20 - Socratic Questioning


  • Chapter 21 - Strategies: Thirty-Five Dimensions of Critical Thinking

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  • Chapter 21 - Strategies: Thirty-Five Dimensions of Critical Thinking


  • Chapter 22 - Critical Thinking in the Elementary Classroom

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  • Chapter 22 - Critical Thinking in the Elementary Classroom


  • Chapter 23 - Critical Thinking in Elementary Social Studies

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  • Chapter 23 - Critical Thinking in Elementary Social Studies


  • Chapter 24 - Critical Thinking in Elementary Language Arts

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  • Chapter 24 - Critical Thinking in Elementary Language Arts


  • Chapter 25 - Critical Thinking in Elementary Science

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  • Chapter 25 - Critical Thinking in Elementary Science


  • Chapter 26 - Teaching Critical Thinking in the Strong Sense: A Focus on Self-Deception, World Views, and a Dialectical Mode of Analysis

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  • Chapter 26 - Teaching Critical Thinking in the Strong Sense: A Focus on Self-Deception, World Views, and a Dialectical Mode of Analysis


  • Chapter 27 - Critical Thinking Staff Development: The Lesson Plan Remodeling Approach

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  • Chapter 27 - Critical Thinking Staff Development: The Lesson Plan Remodeling Approach


  • Chapter 28 - The Greensboro Plan: A Sample Staff Development Plan

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  • Chapter 28 - The Greensboro Plan: A Sample Staff Development Plan


  • Chapter 29 - Critical Thinking and Learning Centers

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  • Chapter 29 - Critical Thinking and Learning Centers


  • Chapter 30 - McPeck's Mistakes: Why Critical Thinking Applies Across Disciplines and Domains

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  • Chapter 30 - McPeck's Mistakes: Why Critical Thinking Applies Across Disciplines and Domains


  • Chapter 31 - Bloom's Taxonomy and Critical Thinking Instruction: Recall is Not Knowledge

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  • Chapter 31 - Bloom's Taxonomy and Critical Thinking Instruction: Recall is Not Knowledge


  • Chapter 32 - Critical and Cultural Literacy: Where E.D. Hirsch Goes Wrong

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  • Chapter 32 - Critical and Cultural Literacy: Where E.D. Hirsch Goes Wrong


  • Chapter 33 - Critical Thinking and General Semantics: On the Primacy of Natural Languages

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  • Chapter 33 - Critical Thinking and General Semantics: On the Primacy of Natural Languages


  • Chapter 34 - Philosophy and Cognitive Psychology: Contrasting Assumptions

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  • Chapter 34 - Philosophy and Cognitive Psychology: Contrasting Assumptions


  • Chapter 35 - The Contribution of Philosophy to Thinking

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  • Chapter 35 - The Contribution of Philosophy to Thinking


  • Chapter 36 - Critical Thinking and Social Studies

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  • Chapter 36 - Critical Thinking and Social Studies


  • Chapter 37 - Critical Thinking and Language Arts

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  • Chapter 37 - Critical Thinking and Language Arts


  • Chapter 38 - Critical Thinking and Science

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  • Chapter 38 - Critical Thinking and Science


  • Chapter 39 - Critical Thinking, Human Development, and Rational Productivity

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  • Chapter 39 - Critical Thinking, Human Development, and Rational Productivity


  • Chapter 40 - What Critical Thinking Means to Me: The Views of Teachers

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  • What Critical Thinking Means to Me: The Views of Teachers


  • Chapter 41 - Glossary: An Educators Guide to Critical Thinking Terms and Concepts

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  • Chapter 41 - Glossary: An Educators Guide to Critical Thinking Terms and Concepts