Critical Thinking Standards: Depth Paul and Elder (2008) describe what they believe to be the essential standards of the critical thinking process. These standards, in order of importance, are the following: clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. When the authors recommend questioning the depth of one's question they are implying that the question under consideration may be more superficial than it should to be. A critical thinker who wishes to render a question less superficial will acknowledge the complexities inherent to the question, judge the relative value of different factors to enable prioritizing the thought process, and setting aside any urges to ignore problems with the question. Once the depth of a question...
My rationale for choosing this topic was based on a National Public Radio (NPR) news piece discussing the contribution of too many calories and too little exercise to this health problem. The question the essay addressed was "What are the causes of childhood obesity?" At first blush there only seemed to be two contributing factors, so I assumed it would be a straightforward essay to write. The first paragraph on a webpage published…
Critical Thinking Application "Every job, and every company, can benefit from critical thinking" (Pauker, 2010). Pauker makes this assertion with good reason. In considering this argument, Pauker suggests taking a second to think about any job, and the daily responsibilities and decisions that people need to make. She argues that if one considers the margin of error that could ultimately cost a company a project, a client, profits or even its
Part One: Main Ideas and Insights Critical thinking does not necessarily come naturally to people, who are subject to biases and prejudicial assumptions. According to Paul & Elder (2016), critical thinking can be learned and mastered. Critical thinking is essential for improving quality of life and promoting best practices in any field. With critical thinking, a person actively seeks answers and solutions to problems, probing multiple points of view and perspectives.
Teaching Critical Thinking Critical thinking has been explained as the capability to evaluate and assess information and facts. Critical thinkers establish important issues and concerns, construct them clearly, collect and examine pertinent data, make use of abstract concepts, contemplate open-mindedly, and also communicate efficiently with other individuals (Duron et al., 2006). I recommend the following 4 teaching strategies to be the most relevant to critical thinking. (We will only discuss two in
(Eljamal; Stark; Arnold; Sharp, 1999) To conclude, it be said that if we will not be able to master imparting the capability to think in a developed form, our profession, as well as perhaps our world, would be influenced and taken over by someone who would be able to outsmart us to find it out. We would in that case not only remain thinking as to what happened but would
Higher Order Thinking My interest is in the issue that subject matter instruction in History and English ought not to strive for breadth, but for depth. For processing what text I read critically and with insight, I have to regard it in general, and try to grasp what idea its writer is attempting to convey. My main concern is literacy instruction's overall objective. The literacy instruction area deals with students' ability
Critical Literacy in Science1. Evaluate the role of the educator when implementing critical literacy in the secondary classroom.� The educator\\\'s role is to build an environment where critical literacy is encouraged as part of the learning process. Teachers must challenge students to question the underlying assumptions and power dynamics present in texts. This means teachers must go beyond the traditional \\\"banking\\\" model of education, where students passively receive information, to
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