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|Author||: Myra Shulman|
|Editor||: University of Michigan Press/ELT|
Just like its predecessor, Thinking Critically helps students improve reading, writing, and research skills while exploring and analyzing major global issues. Although many of the same topics are explored in this second edition—world hunger, global health, gender equality, regional conflict, cultural heritage, and immigration policies—all 31 authentic readings in the second edition are new. New topics included in this edition are cybersecurity, climate change, education reform, leadership, and human rights. Each chapter contains two or three readings (from print and online news sources, journals, and blogs) designed to raise rather than provide answers; a vocabulary review and discussion questions for each reading; a reaction writing task; a question on the topic to research; a writing assignment for a specific academic or business genre (with models in an appendix); speaking activities (oral presentation, debate, or role-play); and a Thinking about It task. The Thinking about It task calls on students’ ability to evaluate a complex issue with objectivity and to propose a realistic approach, making this textbook good preparation for academic courses that require critical-thinking skills to express opinions both orally and in writing. Several new academic/business written genres (abstract, fact sheet, briefing paper, report on a survey) have also been added.
|Author||: A. R. Codling|
So you’ve arrived at university, you’ve read the course handbook and you’re ready to learn the law. But is knowing the law enough to get you the very best marks? And what do your lecturers mean when they say you need to develop critical and analytical skills? When is it right to put your own views forward? What are examiners looking for when they give feedback to say that your work is too descriptive? This book explores what it means to think critically and offers practical tips and advice for students to develop the process, skill and ability of thinking critically while studying law. The book investigates the big questions such as: What is law? and What is ‘thinking critically’? How can I use critical thinking to get better grades in assessments? What is the role of critical thinking in the work place? These questions and more are explored in Thinking Critically About Law. Whether you have limited prior experience of critical thinking or are looking to improve your performance in assessments, this book is the ideal tool to help you enhance your capacity to question, challenge, reflect and problematize what you learn about the law throughout your studies and beyond.
|Author||: Jeff McLaughlin|
|Editor||: Broadview Press|
Jeff McLaughlin’s How to Think Critically begins with the premise that we are all, every day, engaged in critical thinking. But as we may develop bad habits in daily life if we don’t scrutinize our practices, so we are apt to develop bad habits in critical thinking if we are careless in our reasoning. This book exists to instill good thinking habits: attentiveness to word choice, avoidance of fallacies, and effective construction and assessment of arguments. With relatable and often amusing examples included throughout, the book adopts a degree of technical sophistication that is rigorous and yet still easily applied to ordinary situations. Readers are presented with a traditional step-by-step method for analysis that can be applied to all argument forms. Hundreds of exercises (with solutions) are included, as are several random statement generators which can be used to create thousands of additional examples. Venn diagrams, truth tables, and other essential concepts are presented not as definitions for academic study but as tools for better thinking and living.
|Author||: John Chaffee|
|Editor||: Cengage Learning|
Empower students to become sophisticated thinkers with THINKING CRITICALLY, 12th Edition, which teaches the fundamental cognitive process that allows students to develop higher-order thinking abilities needed for academic and career success. Students learn to think critically about subjects drawn from academic disciplines, current issues, and life experiences. Author John Chaffee begins with basic skills related to personal experience and then progresses to the more sophisticated reasoning skills required for abstract contexts. Each chapter provides an overview of an aspect of critical thinking, such as problem solving, perception, and the nature of beliefs. Activities and writing assignments invite active participation and prompt students to critically examine others' thinking, as well as their own. Readings engage students in thinking about complex issues from various perspectives. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
|Author||: Richard Paul,Linda Elder|
|Editor||: Foundation for Critical Thinking|
Critical Thinking, 2nd Edition is about becoming a better thinker in every aspect of your life—as a professional, as a consumer, citizen, friend, or parent. Richard Paul and Linda Elder identify the core skills of effective thinking, then help you analyze your own thought processes so you can systematically identify and overcome your weaknesses.
|Author||: Jean Mercer,Stephen D. A. Hupp,Jeremy Jewell|
|Editor||: SAGE Publications|
With a unique focus on inquiry, Thinking Critically About Child Development presents 74 claims related to child development for readers to examine and think through critically. Author Jean Mercer and new co-authors Stephen Hupp and Jeremy Jewell use anecdotes to illustrate common errors of critical thinking and encourage students to consider evidence and logic relevant to everyday beliefs. New material in the Fourth Edition covers adolescence, adverse childhood experiences, genetics, LGBT issues for both parents and children, and other issues about sexuality, keeping readers up to date on the latest scholarship in the field. Also of Interest Child Development From Infancy to Adolescence: An Active Learning Approach, Second Edition: Chronologically organized, this book presents topics within the field of child development through unique and highly engaging Active Learning opportunities. Child Development: An Active Learning Approach, Third Edition: Topically organized, this book invites students to take an active journey toward understanding the latest findings from the field of child development.
|Author||: Jane Ogden|
We live in an age of unprecedented access to information. The last decade has seen an exponential growth in data and material available, often at the touch of a button. However, this has also made it harder to discern between fact and fiction. What is real and what is fake? What should we believe and what should we reject? In an environment of information overload, a distrust of experts, the circulation of misinformation and false facts, and public debates based upon poor evidence, Thinking Critically About Research comes at a vital juncture. The book is designed to help readers develop a critical understanding of evidence and the ways in which evidence is presented, and to challenge the information they receive in both academic and non-academic sources. The author presents a step-by-step approach with a focus on knowing methods, culminating in a bespoke ‘critical tool kit’ which offers a practical checklist designed to be used when carrying out research. Also containing learning features including tasks and worked examples, drawing on real research studies, this is an essential resource for students and researchers, and those putting research into practice, who want to have better critical thinking skills.
|Author||: Diane F. Halpern,Heidi R. Riggio|
A workbook for Thought & Knowledge, Fourth Edition by Diane F Halpern, Thinking Critically About Critical Thinking, Fourth Edition is filled with new exercises to reinforce learning and practice newly acquired skills. This workbook can be purchased in a student package with Thought & Knowledge or as a separate item.
|Author||: Nathan Nobis,Kristina Grob|
|Editor||: Open Philosophy Press|
This book introduces readers to the many arguments and controversies concerning abortion. While it argues for ethical and legal positions on the issues, it focuses on how to think about the issues, not just what to think about them. It is an ideal resource to improve your understanding of what people think, why they think that and whether their (and your) arguments are good or bad, and why. It's ideal for classroom use, discussion groups, organizational learning, and personal reading. From the Preface To many people, abortion is an issue for which discussions and debates are frustrating and fruitless: it seems like no progress will ever be made towards any understanding, much less resolution or even compromise. Judgments like these, however, are premature because some basic techniques from critical thinking, such as carefully defining words and testing definitions, stating the full structure of arguments so each step of the reasoning can be examined, and comparing the strengths and weaknesses of different explanations can help us make progress towards these goals. When emotions run high, we sometimes need to step back and use a passion for calm, cool, critical thinking. This helps us better understand the positions and arguments of people who see things differently from us, as well as our own positions and arguments. And we can use critical thinking skills help to try to figure out which positions are best, in terms of being supported by good arguments: after all, we might have much to learn from other people, sometimes that our own views should change, for the better. Here we use basic critical thinking skills to argue that abortion is typically not morally wrong. We begin with less morally-controversial claims: adults, children and babies are wrong to kill and wrong to kill, fundamentally, because they, we, are conscious, aware and have feelings. We argue that since early fetuses entirely lack these characteristics, they are not inherently wrong to kill and so most abortions are not morally wrong, since most abortions are done early in pregnancy, before consciousness and feeling develop in the fetus. Furthermore, since the right to life is not the right to someone else’s body, fetuses might not have the right to the pregnant woman’s body—which she has the right to—and so she has the right to not allow the fetus use of her body. This further justifies abortion, at least until technology allows for the removal of fetuses to other wombs. Since morally permissible actions should be legal, abortions should be legal: it is an injustice to criminalize actions that are not wrong. In the course of arguing for these claims, we: 1. discuss how to best define abortion; 2. dismiss many common “question-begging” arguments that merely assume their conclusions, instead of giving genuine reasons for them; 3. refute some often-heard “everyday arguments” about abortion, on all sides; 4. explain why the most influential philosophical arguments against abortion are unsuccessful; 5. provide some positive arguments that at least early abortions are not wrong; 6. briefly discuss the ethics and legality of later abortions, and more. This essay is not a “how to win an argument” piece or a tract or any kind of apologetics. It is not designed to help anyone “win” debates: everybody “wins” on this issue when we calmly and respectfully engage arguments with care, charity, honesty and humility. This book is merely a reasoned, systematic introduction to the issues that we hope models these skills and virtues. Its discussion should not be taken as absolute “proof” of anything: much more needs to be understood and carefully discussed—always.
|Author||: Howard Burton|
|Editor||: Open Agenda Publishing|
This book is based on an in-depth filmed conversation between Howard Burton and Stephen Kosslyn, a renowned psychologist and Founder, President and Chief Academic Officer of Foundry College.This wide-ranging conversation explores Stephen Kosslyn and his colleagues’ extensive analysis of research results on the differences between what the top parts of the brain and the bottom parts of the brain do and what the implications of those results are for everyday life which led to a new theory of personality to better understand the way we think and behave, the so-called Theory of Cognitive Modes. In addition the discussion covers how pedagogical principles were applied in the real world of learning and teaching by establishing Minerva Schools at KGI. This carefully-edited book includes an introduction, Synoptic Progress, and questions for discussion at the end of each chapter: I. Only Communicate - The PowerPointing Professor II. Top Brain, Bottom Brain - A new theory of personality III. Beyond Theory - Testing the hypotheses IV. Transforming Education - The Minerva Project V. Making A Difference - Jumping to the front lines VI. Surveying the Landscape - The evolution of cognitive science About Ideas Roadshow Conversations: This book is part of an expanding series of 100+ Ideas Roadshow conversations, each one presenting a wealth of candid insights from a leading expert through a focused yet informal setting to give non-specialists a uniquely accessible window into frontline research and scholarship that wouldn't otherwise be encountered through standard lectures and textbooks. For other books in this series visit our website: https://ideas-on-film.com/ideasroadshow/.
|Author||: Dariusz Kubok|
|Editor||: Walter de Gruyter GmbH & Co KG|
Analyses of the dynamics of change present in Europe are not complete without taking into account the role and function of the critical approach as a founding element of European culture. An appreciation of critical thinking must go hand-in-hand with reflection on its essence, forms, and centuries-long tradition. The European philosophical tradition has thematized the problem of criticism since its appearance. This book contains articles on the history of philosophical criticism and ways that it has been understood in European thought. Individual chapters contain both historical-philosophical and problem-oriented analyses, indicating the relationships between philosophical criticism and rationalism, logic, scepticism, atheism, dialectic procedure, and philosophical counseling, among others. Philosophical reflection on critical thinking allows for an acknowledgment of its significance in the fields of epistemology, philosophy of politics, aesthetics, methodology, philosophy of language, and cultural theory. The book should interest not only humanities scholars, but also scholars in other fields, as the development of an anti-dogmatic critical approach is a lasting and indispensible challenge for all disciplines.
|Author||: Donald Lazere|
This book offers a critical introduction to the media as well as a “self defense” against the “spin” of politicians, advertising, and assorted propagandists. Its interdisciplinary application of principles of critical thinking and argumentative rhetoric can be incorporated into a diverse range of college courses, including communication, journalism, rhetoric, and media criticism. Lazere offers a basic guide to and critique of the semantic complexities of terms such as liberal, conservative, left, and right, as well as related words like democracy, freedom, capitalism, and socialism. He provides student guides for understanding opposing viewpoints between conservative and liberal polemicists on controversial issues in current politics and media, such as the nation’s wealth gap, including the rhetoric of economic arguments and the use and interpretation of statistics. His book offers insights into understanding the positions behind many other well-publicized debates in American society—from women’s rights to racial attitudes to the role of government. Lazere provides students with tools for understanding and argumentation, showing how to recognize logical fallacies, verbal slanting, and emotional appeal through connotative language—and how to discern intentions behind political and other advertisements. In contrast to most textbooks’ approach to logical fallacies that assumes they result only from unintentional lapses in reasoning, this book confronts the hard truth that real-life arguments frequently are tainted by deliberate deception. Chapter 3 surveys various influences on political bias in the media, while Chapter 4 examines special pleading, conflicts of interest, invective, smearing, and hype—as propagated by sources like lobbies, public relations agencies, think tanks, advocacy, and political advertising. Key features of the text:
|Author||: Nik Peachey|
|Editor||: PeacheyPublications Ltd|
Although the use of internet and digital materials in the language classroom has come a long way over the last 25 years, still the vast majority of web based material that finds its way into the language classroom is used for information input or comprehension purposes. The students’ interaction with the materials is as such largely passive with the teacher controlling the suitability of the materials selected and deciding what information the students will extract from it. In Thinking Critically through Digital Media I have tried to build on this model, but develop it and take it to deeper and more critical levels of analysis that go beyond the superficial linguistic level and help to develop students not only as English language speakers but as capable information literate participants in the global knowledge economy. The book uses as its basis the development of key digital literacies. These include the ability to understand visually presented data, the ability collect and analyse data using a range of techniques and survey tools and the ability to create and deliver a range of presentation types using digital media tools. Whilst developing these digital literacies students are also encouraged to assess the validity, credibility and underlying bias of the information they study and are given a range of research tools and techniques for reassessing the information and evaluating how it fits within their personal framework of belief systems and values. The book itself has four main chapters. The first three chapters contain a range of activities that teachers can use with students to develop their abilities to understand and create infographics, develop research polls and surveys and create and deliver presentations. These activities give students hands-on exposure to a range of recommended tools and develop students as active creators of information whilst developing their abilities to work collaboratively in digital online environments. The fourth key chapter of the book is a collection of lesson plans that teachers can use to take students through a complete process from accessing their existing knowledge about a topic, understanding new input, examining how the information fits into their existing value scheme, checking the credibility and validity of the information, carrying out their own parallel research through social media to finally sharing and reevaluating what they have learned. You can see an example of the classroom materials here: https://bit.ly/intro-extro-demo I believe that the skills and abilities teachers can help students develop through the use of these materials are ones that are sadly lacking, not only in the English language classroom but also in the general education of many students around the world. Through the use of these materials, I hope teachers can develop more actively and intellectually critical students who approach digital media with the ability not only to comprehend and consume information but also understand the possible bias, motivation and underlying values of those creating the information. I believe these skills and abilities are key to creating a more tolerant, open-minded and critically aware global society.
|Author||: Lisa P. Kuh|
|Editor||: Teachers College Press|
This comprehensive book will help early childhood practitioners consider the "why" and "how" of setting up classrooms and other learning spaces to create environments that are most conducive to child development. Using a practice-based focus and a researcher lens, the contributors consider the ways in which enviroments for children enhance or diminish educational experiences, how social constructs about what is good for children influence environmental design, and what practitioners can do in their own work when creating learning environments for young children. There are copious examples from practice, lessons learned, and illustrations and photographs of key aspects of the environments they discuss.
|Author||: Paula J Caplan,Jeremy Caplan|
|Editor||: Psychology Press|
The authors first demonstrate that most of the claims about sex and gender are not well supported by research, and then provide readers with constructive critical tools they can apply to this wealth of research to come to realistic, constructive conclusions. All of this is provided in a concise, inexpensive volume by a best-selling trade author and instructor team.
|Author||: Jerry A. Dirnberger|
|Editor||: Stansbury Publishing|
The author passes along scenarios he developed over the years--ponderings and writings trying to help himself think more critically--not to have you agree or disagree with him, but to encourage you to develop your own reasons to some of life’s most challenging questions dealing with sex, love, religion and politics. This second edition has a new cover and additional front matter text.
|Author||: Monika Gultom, dkk.|
|Editor||: UNY Press|
Bahan ajar ini disusun untuk membantu menguatkan pembelajaran bahasa Inggris di Papua yang mampu meningkatkan kemampuan berpikir kritis siswa SMP di kota Jayapura Melalui pembelajaran bahasa Inggris yang sarat akan budaya dan lingkungan di Papua. Sda Bahan ajar yang berjudul “Learning English by Thinking Critically and Locally: for Junior High School in Papua” ini disusun untuk membantu menguatkan pembelajaran bahasa Inggris di Papua yang mampu meningkatkan kemampuan berpikir kritis siswa SMP di Kota Jayapura melalui pembelajaran bahasa Inggris yang sarat akan budaya dan lingkungan di Papua. Bahan ajar ini diharapkan dapat membantu mempersiapkan generasi penerus Indonesia di Papua yang tidak tertinggal dalam lajunya peradaban dunia semakin mengglobal namun tidak kehilangan akan pengenalan dan kecintaan akan budaya dan masalah-masalah lingkungan yang ada di sekitarnya, juga tidak mudah diombang-ambingkan informasi yang tidak dapat dipertanggungjawabkan.
|Author||: Vincent Ruggiero|
|Editor||: McGraw-Hill Education|
Thinking Critically About Ethical Issues invites readers to apply ethical principles to issues that exemplify the kinds of moral challenges encountered in everyday life. It provides an overview of the need for ethics and then focuses on strategies for effective decision making. Ruggiero emphasizes doing ethical analysis rather than comparing ethical theories. The history of ethics is covered in the concluding chapter.