بنات الانتساب براكتكم مع د/سوزان

[bink panther]

Critical Thinking: Basic Questions & Answers



Abstract

In this interview for Think magazine (April ’’92), Richard Paul provides a quick overview of critical thinking and the issues surrounding it: defining it, common mistakes in assessing it, its relation to communication skills, self-esteem, collaborative learning, motivation, curiosity, job skills for the future, national standards, and assessment strategies.

Question: Critical thinking is essential to effective learning and productive living. Would you share your definition of critical thinking?

Paul: First, since critical thinking can be defined in a number of different ways consistent with each other, we should not put a lot of weight on any one definition. Definitions are at best scaffolding for the mind. With this qualification in mind, here is a bit of scaffolding: critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better. Two things are crucial:

1) critical thinking is not just thinking, but thinking which entails self-improvement

2) this improvement comes from skill in using standards by which one appropriately assesses thinking. To put it briefly, it is self-improvement (in thinking) through standards (that assess thinking).



To think well is to impose discipline and restraint on our thinking-by means of intellectual standards — in order to raise our thinking to a level of "perfection" or quality that is not natural or likely in undisciplined, spontaneous thought. The dimension of critical thinking least understood is that of "intellectual standards." Most teachers were not taught how to assess thinking through standards; indeed, often the thinking of teachers themselves is very "undisciplined" and reflects a lack of internalized intellectual standards.

Question: Could you give me an example?

Paul: Certainly, one of the most important distinctions that teachers need to routinely make, and which takes disciplined thinking to make, is that between reasoning and subjective reaction.

If we are trying to foster quality thinking, we don't want students simply to assert things; we want them to try to reason things out on the basis of evidence and good reasons. Often, teachers are unclear about this basic difference. Many teachers are apt to take student writing or speech which is fluent and witty or glib and amusing as good thinking. They are often unclear about the constituents of good reasoning. Hence, even though a student may just be asserting things, not reasoning things out at all, if she is doing so with vivacity and flamboyance, teachers are apt to take this to be equivalent to good reasoning.

This was made clear in a recent California state-wide writing assessment in which teachers and testers applauded a student essay, which they said illustrated "exceptional achievement" in reasoned evaluation, an essay that contained no reasoning at all, that was nothing more than one subjective reaction after another

ص12

[bink panther]

عزيزتي المنهج يبدأ من ص5

الكتاب موجود في النت بس لانو فيه اشياء مو معانا في نفس الصفحه فانا سويتلك نسخ للجزء اللي معانا وانتي سويله طباعه ودبيسيه في بداية الكتاب

[شخصية مستهدفة]

يا حبببببببببببببببببببببببي لكم

<<<< خاشه عرض

بس تعجبني روح التعاون

ياااااااااااااااااااااااااااااااااااارب نجحنا ياااااااارب

[mashail1980]

تسلميلي ..الله يسعدك ان شاء الله وينجحك و يسهلها عليكي في كل شي يارب زي ما ساعدتيني ...جزاك الله الف خير

[سهر]

bink pantherالله يوفقك يارب عالتعاون الرووووووووعه والله يجعله في ميزان حسنااتك يارب ياهيك التعاون يابلا...

[سهر]

بدأنا من defining translators روح الانوثه تعبتي نفسك ياحلوه
بس هذا العنوان انا مأشرته من ايام الدوره التاهيليه!!!!!
ابغى اخر محاظره اللي فاتت
ياحلوين اذ احد يقللي اش الاشياء الله خططتها الدكتوره زي ماقلت لكم انا بدات من صـ111

[*moon light*]

المشاركة الأصلية كتبت بواسطة سهر بدأنا من defining translators روح الانوثه تعبتي نفسك ياحلوه بس هذا العنوان انا مأشرته من ايام الدوره التاهيليه!!!!! ابغى اخر محاظره اللي فاتت ياحلوين اذ احد يقللي اش الاشياء الله خططتها الدكتوره زي ماقلت لكم انا بدات من صـ111

اهلين سهورة

انا عن نفسي ما لحقت اخطط معاها كانت تمشي بسرعة كنت اكتب رؤؤس اقلام بس

بس اعطيني العنوان اللي بديتي التخطيط عندو

عشان الصفحات مو زي بعض وان شاء الله افيدك

[سهر]

العنوان هوا 2.3Tools for the Internet
الله يسعدك يارب مقدما

[لولو وسوسو]

واااااااااااااااااو الله يسعدكم يابنات

والله عن جد المادة جدا جدا دسمة ومعقدة

حتى أصلا ماأعرف ليش يعطونا هيه احنا جامعتنا مو تربويه لأن هذي الماده تقريبا زي طرق التدريس اللي يدرسوها بنات كليات التربيه

لا والمشكله اللي تعطي الماده مو ملتزمه بأي شي في المادة

بس الله يستر وننجح ونخلص

الله يهونها يااااااااااااارب والله هذي المره الثالثه آخذها والمرتين اللي فاتت مره حضرت ومره ماحضرت من الخوف والتوتر اللي صابني يعني تعبت من جد بس للأسف محد يحن علينا

رغم انه احنا انتساب وما دخلنا انتساب الا من ظروفنا الحمدلله على كل حال

يله شدو الهمه يابنات

ان الله لا يضيع أجرمن أحسن عملا

[m0m0]

سمعت انو الاختبار t&f ,وفراغات
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