Bookmark this page

Critical Thinking: Basic Theory and Instructional Structures Handbook

Gain digital access to this and many other resources at the Center for Critical Thinking Community Online!


(Physical copies not available at this time.)


Author: Richard W. Paul, Linda Elder
Publisher: Foundation for Critical Thinking
Copyright: 1999, revised 2000 edition
Pages: 148 Dimensions: 8.75" x 11" x .5" Weight: 1 lbs.
Binding: Spiral w/Soft


This handbook provides an outline of the most fundamental theory of critical thinking. In addition, it provides ideas for incorporating the theory into the structure of the curriculum. Included is theory on the elements of reasoning, intellectual standards, intellectual traits, content as a mode of thinking, the affective dimension of thinking, along with structures for student self-assessment, grading policies, and general tactical/ structural recommendations. This handbook is useful for understanding the basic theory, as well as for developing a curriculum with critical thinking at its very foundation.

$0.00



SKU: Title - Item Detail Price Add Items
Critical Thinking: Basic Theory and Instructional Structures Handbook




Please do not pass this message by.

CRITICAL THINKING IS AT RISK.

Here are some of the big reasons why:

  1. Many people believe that critical thinking should be free and that scholars qualified to teach critical thinking should do so for free. Accordingly, they do not think they should have to pay for critical thinking textbooks, courses, or other resources when there is "so much free material online" - despite how erroneous that material may be.
  2. There are many misguided academicians, and some outright charlatans, pushing forth and capitalizing on a pseudo-, partial, or otherwise impoverished concept of critical thinking.
  3. Little to no funding is designated for critical thinking professional development in schools, colleges, or universities, despite the lip service widely given to critical thinking (as is frequently found in mission statements).
  4. Most people, including faculty, think they already know what critical thinking is, despite how few have studied it to any significant degree, and despite how few can articulate a coherent, accurate, and sufficiently deep explanation of it.
  5. People rarely exhibit the necessary level of discipline to study and use critical thinking for reaching higher levels of self-actualization. In part, this is due to wasting intellectual and emotional energy on fruitless electronic entertainment designed to be addictive and profitable rather than educational and uplifting.
  6. On the whole, fairminded critical thinking is neither understood, fostered, nor valued in educational institutions or societies.
  7. People are increasingly able to cluster themselves with others of like mind through alluring internet platforms that enable them to validate one another's thinking - even when their reasoning is nonsensical, lopsided, prejudiced, or even dangerous.
  8. Critical thinking does not yet hold an independent place in academia. Instead, "critical thinking" is continually being "defined" and redefined according to any academic area or instructor that, claiming (frequently unsupported) expertise, steps forward to teach it.

As you see, increasingly powerful trends against the teaching, learning, and practice of critical thinking entail extraordinary challenges to our mission. To continue our work, we must now rely upon your financial support. If critical thinking matters to you, please click here to contribute what you can today.

WE NEED YOUR HELP TO CONTINUE OUR WORK.

Thank you for your support of ethical critical thinking.