Critical Thinking: What Every Person Needs To Survive in a Rapidly Changing World



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Author: Richard W. Paul 
Editors
: Jane Willsen, A.J.A. Binker
Publisher: Foundation for Critical Thinking
Copyright: 2012
ISBN: 0-944583-08-3
Pages: 572 Dimensions: 6" x 9" x 1.5" Weight: 2 lbs.
Binding: Soft Cover

In a world of shallow values, instant gratification, and quick fixes, this book is for those readers who see the benefit of intellectual traits, standards, and abilities that will enable them to cut through the propaganda, the information blitz, and make sense of the world. In this anthology of his major papers, Richard Paul explains how to help students become intellectually fit, how to build the intellectual muscle to overcome inherent self-deceptive tendencies and rise to the challenges of a rapidly changing world.

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Critical Thinking: What Every Person Needs To Survive in a Rapidly Changing World

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Critical Thinking: What Every Person Needs To Survive in a Rapidly Changing World

Are You Committed to Developing Your Students’ Minds?

If so, this book is required reading.
Because the quality of your thinking determines the quality of everything you do, critical thinking is fundamental to survival. In Critical Thinking: What Every Person Needs To Survive in a Rapidly Changing World, Richard Paul fashions powerful tactics for teaching and learning in every domain, canvassing critical thinking from a broad perspective. He views it sociologically, psychologically, and pedagogically. While clearly seeing its application across domains of knowledge and learning, he also sees the need for working out the details in specific contexts and domains.

By bringing his major papers together in one book, the reader is able to grasp the breadth and depth of the role thinking plays in human life and knowledge, and why reform of education grounded in critical thinking is essential to the future of humankind. It enables the reader to see why critical thinking must be cultivated from the earliest years of children’s lives and why the pursuit of critical thinking must be understood as a lifelong commitment.

Topics include critical thinking and: prejudice, the global economy, psychology, writing, definitions, reading, politics, emotions, higherorder communication, sociology, ethics, Bloom’s Taxonomy, democracy, self-esteem, assessment, pseudo critical thinking, the workplace, cultural literacy, egocentricity, philosophy, problem-solving, staff development, patriotism, leadership, indoctrination, writing, intellectual standards, the elements of thought, intuition, ethnocentricity, questions, national bias, leadership, multi-logical thinking, parenting, curiosity, authority,…

Editorial Reviews

“Dr. Paul's carefully crafted chapters masterfully make the case that an education based on the knowledge of facts without the wisdom to interpret them is a hollow deception and forcefully argues that critical thinking is essential to both effective learning and productive living.”
Dr. George Hanford President Emeritus,
The College Board



“A milestone in the emergence of the field of critical thinking, this volume reveals both the extraordinary breadth and depth of Paul's thinking.”
Dr. John Chaffee Reform Leader,
Author of Critical Thinking



“A valuable resource for anyone who aspires to broaden or deepen the quality of their students’ thinking—or their own.”
Dr. David Perkins
Distinguished Psychologist,
Harvard University





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.