paul and elder's (2006) intellectual standards for critical thinking

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Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001). The Paul-Elder framework has three components:

• The elements of thought (reasoning)
• The  intellectual standards that should be applied to the elements of reasoning
• The intellectual traits associated with a cultivated critical thinker that result from the consistent and disciplined application of the intellectual standards to the elements of thought

According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking.

Elements of Thought (reasoning)

The "parts" or elements of thinking are as follows:

• All reasoning has a purpose
• All reasoning is an attempt to figure something out, to settle some question, to solve some problem
• All reasoning is based on assumptions
• All reasoning is done from some point of view
• All reasoning is based on data, information and evidence
• All reasoning is expressed through, and shaped by, concepts and ideas
• All reasoning contains inferences or interpretations by which we draw conclusions and give meaning to data
• All reasoning leads somewhere or has implications and consequences

Universal Intellectual Standards

The intellectual standards that are to these elements are used to determine the quality of reasoning. Good critical thinking requires having a command of these standards. According to Paul and Elder (1997 ,2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning. The intellectual standards include:

Intellectual Traits

Consistent application of the standards of thinking to the elements of thinking result in the development of intellectual traits of:

• Intellectual Humility
• Intellectual Courage
• Intellectual Empathy
• Intellectual Autonomy
• Intellectual Integrity
• Intellectual Perseverance
• Confidence in Reason
• Fair-mindedness

Characteristics of a Well-Cultivated Critical Thinker

Habitual utilization of the intellectual traits produce a well-cultivated critical thinker who is able to:

• Raise vital questions and problems, formulating them clearly and precisely
• Gather and assess relevant information, using abstract ideas to interpret it effectively
• Come to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
• Think open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
• Communicate effectively with others in figuring out solutions to complex problems

Paul, R. and Elder, L. (2010). The Miniature Guide to Critical Thinking Concepts and Tools. Dillon Beach: Foundation for Critical Thinking Press.

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Critical Thinking: Concepts and Tools by Richard Paul & Linda Elder The Miniature Guide to The Foundation for Critical Thinking www.criticalthinking.org 707-878-9100 [email protected]

For more information, see: The Miniature Guide to The Foundation for Critical Thinking www.criticalthinking.org 707-878-9100 [email protected] Visual Map of Paul-Elder Critical Thinking Model: https://louisville.edu/ideastoaction/about/criticalthinking/framework

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Cultivating critical thinking in the digital age

Nurturing this skill from a young age lays the foundation for lifelong learning and effective decision-making..

Published - August 24, 2024 01:41 pm IST

Acquiring critical thinking skills is not an overnight process; it requires nurturing from a young age.  | Photo Credit: Getty Images/iStockPhoto

T oday, we are constantly bombarded by information with Each day bringing a deluge of news, social media updates, and diverse opinions. As a result, the ability to engage in critical thinking is more essential than ever. Without the capacity to critically evaluate this flood of information, there’s a significant risk of making hasty decisions based on incomplete or misleading data. Recognising this, the World Economic Forum has highlighted critical thinking as one of the paramount skills for the 21st century.

The quality of our personal and professional life is deeply intertwined with the quality of our thinking. However, our cognitive processes are influenced by personal experiences, biases, and preconceptions, leading to a disconnect between perceived realities and the actual world. This can have adverse effects on interpersonal interactions and our relationship with the environment. Thus, fostering intellectual autonomy through critical thinking is imperative to bridge this cognitive gap.

Critical thinking, as defined by Richard Paul and Linda Elder from the Foundation for Critical Thinking, involves skillfully taking charge of the structures inherent in the act of thinking and imposing intellectual standards upon them. This intricate process requires a deliberate slowing down of one’s thought process to meticulously observe and evaluate information before accepting it.

The relevance of critical thinking today is underscored by the phenomenon of “fake news”. For instance, during the 2016 U.S. presidential election, false stories proliferated on social media, significantly influencing public opinion and voter behaviour. Moreover, the emergence of deepfakes — highly realistic digital forgeries of videos and images — further complicates our ability to discern truth from falsehood. In such a landscape, individuals equipped with critical thinking skills hold a distinct advantage.

Early beginnings

Acquiring critical thinking skills is not an overnight process; it requires nurturing from a young age. Richard Dawkins advises parents and educators to cultivate independent thinking in children. Encourage them to ask probing questions and base their opinions on sound reasoning rather than blindly following trends or ideologies.

A fundamental way to cultivate critical thinking is to encourage a child’s natural curiosity. Children are inherently inquisitive, constantly asking questions about the world around them. Parents and educators can nurture this curiosity by providing thoughtful and detailed answers, prompting children to think deeper about their questions.

Teaching children to ask open-ended questions is another effective strategy. This encourages exploration of various possibilities and thinking more broadly. Questions such as “What do you think would happen if…?” or “Why do you believe this character acted in this way?” stimulate critical thinking and help children develop the ability to consider multiple perspectives.

Children should also be encouraged to develop their argumentative skills. This involves teaching them how to construct logical arguments, support their viewpoints with evidence, and respectfully challenge opposing views. Activities such as debates, discussions, and persuasive writing exercises are beneficial.

In the curriculum

Integrating critical thinking into the educational curriculum is essential. Subjects like Science, Maths, Literature, and Social Studies lend themselves to critical thinking naturally. For instance, in Science, students can design experiments, test hypotheses, and analyse results. In Literature, they can interpret texts, analyse characters’ motivations, and explore themes. History classes can focus on evaluating sources, understanding cause and effect, and considering different historical perspectives.

Reflection is a crucial component of critical thinking. Encouraging children to reflect on their learning processes and outcomes helps them understand how they arrived at their conclusions and consider how they might improve. This can be facilitated through reflective journals, where students write about what they learnt, the strategies they used, and what they found challenging.

Modelling critical thinking behaviours is essential for adults. When parents and teachers demonstrate critical thinking in their daily lives, children are more likely to adopt these behaviours. This might involve thinking aloud when solving a problem, discussing how to evaluate information sources, or reflecting on decisions and their outcomes.

Creating a safe and supportive environment for discussion is essential. Children should feel comfortable expressing their ideas and opinions without fear of ridicule or harsh criticism. Encouraging respectful dialogue and valuing diverse perspectives helps children learn to consider different viewpoints.

In the current digital age, media literacy is a crucial component of critical thinking. Children need to learn how to navigate the vast amount of information available online and discern credible sources from unreliable ones. Educators can incorporate lessons on evaluating websites, understanding biases in media, and recognising misinformation.

Cultivating critical thinking from a young age lays the foundation for lifelong learning and effective decision-making. By encouraging inquiry, promoting argumentation, integrating critical thinking into the curriculum, and providing a supportive environment, we help children develop the skills they need to navigate an increasingly complex world. As they grow, these skills will enable them to think independently, evaluate information critically, and contribute meaningfully to society.

The writer is Assistant Professor, Institute of Management, JK Lakshmipat University.

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The Thinker's Guide to Intellectual Standards: The Words that Name Them and the Criteria that Define Them

Linda elder and richard paul order now from rowman & littlefield here., contact info for rowman & littlefield:.

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Additional Information About: The Thinker's Guide to Intellectual Standards: The Words that Name Them and the Criteria that Define Them

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The mind doesn’t naturally grasp the truth. We don’t naturally see things as they are . We don’t automatically sense what is reasonable and what unreasonable. Our thought is often biased by our agendas, interests, and values. We typically see things as we want to. We twist reality to fit our preconceived ideas. Distorting reality is common in human life. It is a phenomenon to which we all, unfortunately, fall prey.  

We need a system for intellectual intervention, a method for pre-empting bad thinking. We need to take rational command of our cognitive processes in order to rationally determine what to accept and what to reject. In short, we need standards for thought , standards that guide us to consistently excellent thinking – standards we can count on to keep our thinking on track, to help us mirror in our minds what is happening in reality, to reveal the truth in situations, to enable us to determine how best to live our lives.

Our goal in this guide is to provide a conscious foundation for thinking about intellectual standards, and the words that name them. Ultimately, such consciousness will enable those proficient in the use of intellectual standard words to think more effectively in every domain and subject in which, or about which, they think. Of course, in this brief space, we can provide merely the beginnings of a systematic analysis of standards for thought. In doing so, we open the door to the development of a broad and integrated view of intellectual standards.

We offer a brief analysis of some of the most important intellectual standards in the English language. We look at their opposites. We argue for their contextualization within subjects and disciplines. And, we call attention to the forces that undermine their skilled use in thinking well.

When humans, as a species, begin to take seriously the important role of intellectual standards in the development of rational human cultures, when people understand the idea of intellectual standards in connection with a rich conception of critical thinking, when we commit ourselves to using intellectual standard words, explicitly and routinely in everyday life, we will begin to create critical societies. We will begin to bring into being ways of living in a world which further the values and skills of fairminded critical thinking.

Contents Include

• The Concept of Intellectual Standards
• Intellectual Standard Words Form a System of Interrelated Meanings
• Intellectual Standards are Presupposed in Every Subject and Discipline
• The Proper Use of Intellectual Standard Terms Requires Cultivation
• Other Important Distinctions and Understandings