Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum (4e) : 9780137085149

Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum (4e)

Nosich
 
Edition
 
4
ISBN
 
9780137085149
ISBN 10
 
0137085141
Published
 
20/01/2011
Published by
 
Pearson Higher Ed USA
Pages
 
256
Format
 
Available on demand
 
Title type
Book
$83.99
 
 
 
Description

For Freshman Orientation or Critical Thinking courses as well as a supplementary text for use in any subject-matter at any educational level.

 

This concise, effective guide is designed to help students learn to think critically in any subject-matter. A combination of instruction and exercises shows them how to use critical thinking to become active learners rather than passive recipients of information, to more fully appreciate the power of the discipline they are studying, to see its connections to other fields and to their day-to-day lives, and to maintain an overview of the field so they can see the parts in terms of the whole. The model of critical thinking (used throughout the book) is in terms of the elements of reasoning, standards, and critical thinking processes. This model is well-suited to thinking through any problem or question. The 4th edition reflects streamlined writing, with changes and substantial edits on virtually every page.

 

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Table of contents

(NOTE: Each chapter concludes with a “Some Outcomes” section and Exercises.)

Chapter 1. What Is Critical Thinking?

Some Definitions of Critical Thinking. Some Prominent Features of Critical Thinking. Three Parts of Critical Thinking. What Critical Thinking Is Not. Impediments to Critical Thinking. Deeper, More Pervasive Impediments to Critical Thinking. How Deep Is Our Need for Critical Thinking? The Experience of Learning to Think Things Through. Getting Started: Clarifying with SEE-I. An Overview of the Book That Lies Ahead.


Chapter 2. The Elements of Reasoning.

The Nuts and Bolts of Critical Thinking. The Elements of Reasoning. How to Analyze a Piece of Reasoning Using the Elements. Example: Thinking Through the Logic of Getting Married. Trusting the Process.


Chapter 3. What Is Critical Thinking Within a Field or Discipline?

The Parts of Critical Thinking Within a Field. Thinking Biologically, Thinking Sociologically, Thinking Philosophically, Thinking Musically … The Logic of the Field or Discipline. Learning the Vocabulary of the Discipline. Fundamental and Powerful Concepts. The Central Question of the Course as a Whole. The Point of View of the Discipline. Impediments to Thinking Critically Within a Discipline. Trusting the Discipline.


Chapter 4. Standards of Critical Thinking.

Clearness. Accuracy. Importance, Relevance. Sufficiency. Depth and Breadth. Precision. Understanding and Internalizing Critical-Thinking Standards. Additional Critical-Thinking Standards. Non-Critical-Thinking Standards. Evaluating Around the Circle. A Note on Reading as a Critical-Thinking Process.


Chapter 5. Putting It All Together: Answering Critical-Thinking Questions.

The Core Process of Critical Thinking. How Do You Fit into the Picture: Becoming a Critical Thinker. Thinking Through Important Critical-Thinking Questions. Critical Writing: Using the Core Process to Write a Paper


Responses to Starred Exercises.

Critical-Thinking responses are provided for exercise questions that can be generalized to thinking critically in any discipline.

New to this edition

Personalize learning with MyStudentSuccessLab™

MyStudentSuccessLab is an online homework, tutorial, and assessment program designed to engage students and improve results. Within its structured environment, students practice what they learn, test their understanding, and pursue a plan that helps them better absorb course material and understand difficult concepts. It fosters the skills students need to succeed for ongoing personal and professional development. Whether face-to-face or online, MyStudentSuccessLab personalizes learning to help students build the skills they need through peer-led video interviews, interactive practice exercises, and activities that provide academic, life, and professionalism skills.

This learning outcomes-based technology promotes student engagement through:

  • Conley Readiness Index (CRI)–a research-based behavioral diagnostic, developed by Dr. David T. Conley, that measures readiness around skill set and builds ownership of learning.
  • Full Course Pre- and Post-Diagnostic test, based on Bloom’s Taxonomy and linked to key learning objectives in each topic.
  • A Pre- and Post-Test for each individual topic in the Learning Path; an Overview of objectives to build vocabulary and repetition; access to Video interviews to learn about key issues “by students, for students”; Practice exercises to improve class prep and learning; Graded Activities to build critical-thinking skills and develop problem-solving abilities.
  • Student resources including Finish Strong 24/7 YouTube videos, Calculators, and Professionalism/Research & Writing/Student Success tools.

NEW - Ideas for Writing. In keeping with a greater emphasis on critical writing, there is a new section at the end of each chapter on Ideas for Writing. This section suggests topics or questions from the chapter or the book as a whole for students to write about in a short assignment, a longer essay, or in their journal. It also prompts students to come up with similar ideas for writing on their own. (End of every chapter.)

  • Helps students see the value of writing as a way to develop their critical thinking in the discipline, and appreciate the wealth of topics and ideas that they themselves can generate using critical thinking concepts and discipline-based concepts. 

NEW - Tell Your Story. A section at the end of each chapter asks students to reflect on and write about their own personal history, their own story, with respect both to critical-thinking concepts and to concepts in the discipline. (End of every chapter.)

  • Invites students to engage in reflection on their lives in a way that lays a foundation for further critical reflection, after they have learned to think in terms of the elements, standards, and the discipline itself. 

NEW - This edition is more streamlined in its writing, including changes and substantial edits on virtually every page. (Throughout.)

  • The shorter length and tightened materials make it more usable for students who may have other materials in a course and make it more likely that they will read the book near the beginning of the semester and that it will be immediately applicable. 

NEW - The section on Thinking in Systems has been revamped, and the concept of “thinking in the discipline” has been incorporated directly into “The Core Process of Critical Thinking”. This helps remove some of the perceived separation between critical thinking and critical thinking in a discipline. (Chapter 5.)

  • Aids students in working through the idea that, in any question where the disciplines are relevant (and that in the end includes most questions), we need to incorporate concepts from the discipline into our thinking. 

NEW - The critical-thinking character traits are now introduced in a single focused sub-section, instead of being mentioned piecemeal, one or two at the end of each chapter. Logically, it is now part of the section “How Do You Fit into the Picture? Becoming a Critical Thinker.” (Chapter 5.)

  • Helps students understand that critical thinking in a discipline is not just about what you do–it also influences who you are. They will more easily conceptualize the critical-thinking character traits as an interlocking whole, a major part of what it is to be a critical thinker.  

NEW - Over 70% of the discipline-based textbooks used in examples and exercises have been updated, eliminated, or changed to texts published after 2006. (Throughout.)

  • Up-to-date notes and bibliography are an important feature of student research in many fields. 

PEARSON CHOICES

VitalSource and Pearson Collections.  Having choices for how to deliver course content is important.

·    VitalSource Textbooks Online is an exciting choice for students looking to save money. As an alternative to purchasing the print textbook, students can subscribe to the same content online and save up to 70% off the suggested list price of the print text. With a CourseSmart e-textbook, students can search the text, make notes online, print out reading assignments that incorporate lecture notes, and bookmark important passages for later review.  https://www.vitalsource.com/

·    Pearson Collections allows you to select your ideal content and align it with your syllabus. Then publish and share with your students. You have your own way of teaching. Shouldn’t your course materials match the way you teach? Pearson Collections gives you the power to create custom course materials for your class. With an easy-to-use website, you can choose the chapters you want from Pearson product and add in your own learning resources. The result: all of your course materials in one place. https://www.pearsonhighered.com/collections/

Features & benefits

Personalize learning with MyStudentSuccessLab™

MyStudentSuccessLab is an online homework, tutorial, and assessment program designed to engage students and improve results. Within its structured environment, students practice what they learn, test their understanding, and pursue a plan that helps them better absorb course material and understand difficult concepts. It fosters the skills students need to succeed for ongoing personal and professional development. Whether face-to-face or online, MyStudentSuccessLab personalizes learning to help students build the skills they need through peer-led video interviews, interactive practice exercises, and activities that provide academic, life, and professionalism skills.

This learning outcomes-based technology promotes student engagement through:

  • Conley Readiness Index (CRI)–a research-based behavioral diagnostic, developed by Dr. David T. Conley, that measures readiness around skill set and builds ownership of learning.
  • Full Course Pre- and Post-Diagnostic test, based on Bloom’s Taxonomy and linked to key learning objectives in each topic.
  • A Pre- and Post-Test for each individual topic in the Learning Path; an Overview of objectives to build vocabulary and repetition; access to Video interviews to learn about key issues “by students, for students”; Practice exercises to improve class prep and learning; Graded Activities to build critical-thinking skills and develop problem-solving abilities.
  • Student resources including Finish Strong 24/7 YouTube videos, Calculators, and Professionalism/Research & Writing/Student Success tools.

Designed to fit with any level of teacher involvement—Works for instructors who want to focus directly on critical thinking in the way they teach their discipline, as well as those who want to allow their students to work through critical thinking questions on their own, while class time is spent on subject matter instruction. (Throughout.)

  • Allows students to self-study, freeing up valuable class time. 

Based on Richard Paul's articulation of critical thinking–Used by hundreds of teachers with great success in all disciplines taught at the college level; the major theme of the annual International Conference on Critical Thinking, held each summer by the Foundation for Critical Thinking; and the model in workshops on critical thinking presented by the Foundation for Critical Thinking. (Throughout.)

  • Provides instructors with the first short published presentation of the model designed specifically for use in courses across the curriculum. Provides students with a flexible and generalizable model for thinking critically, one that is accepted widely, using a common and non-technical critical-thinking vocabulary. 

A focus on high intellectual standards. (Throughout, but the intellectual standards are the focus of Chapter 4.)

  • Teaches students 1) to be clear in their writing, reading, speaking, understanding; in the problems they identify, reformulate, address, and find solutions for; 2) to be accurate in their reading and in their rendition of other points of view; 3) to focus on what is relevant and important to the question at hand, rather than dwelling on minor side issues; 4) to go deep enough to address the complexities and the underlying factors of an issue; 5) to be precise, sufficient in their reasoning, and as comprehensive as the topic requires. 

A strong emphasis on critical writing, including a  section on writing a critical-thinking paper of any length, as well as inset boxes, exercises, samples, and short sections on key aspects of critical writing in a discipline. (In every chapter, with the section on Writing a Paper at the end of Chapter 5.)

  • Guides students through a structured process of critical writing, based on an analysis of a topic, and gives students practice at and instruction in their writing. 

SEE-I: A process of clarifying by stating, elaborating on, exemplifying, and illustrating. (Introduced in Chapter 1, it is then used in exercises and explanations throughout the book .)

  • SEE-I can be used as an assignment-tool and an assessment-tool on any important ideas in the course.  It gives students a way to prepare for exams, both in this course and in others. It enables them to be actively thinking their way through the ideas in any course. 

"Outcomes” sections. (At the end of each chapter.)

  • Helps students assess their progress in learning to think critically within and about the discipline. 
Author biography

Dr. Gerald Nosich is a Professor at Buffalo State College and Professor Emeritus at the University of New Orleans. He has given more than 250 national and international workshops on all aspects of teaching for critical thinking. He has also worked for the U.S. Department of Education on a project for a National Assessment of Higher Order Thinking Skills, served as the Assistant Director at the Center for Critical Thinking at Sonoma State University, and been featured as a Noted Scholar at the University of British Columbia.

 

On a more personal note, he has at times exercised and not exercised good judgment: he has ridden a motorcycle alone to the ziggurat of Ur in Iraq; has worked as an immigrant ditch-digger in Switzerland; been imprisoned by Communist authorities in Czechoslovakia; stowed away on a Sicilian ship to Algeria; sailed up the Nile with his family in a felucca; lived with Maasai warriors in central Africa; and traveled across the Sahara to Timbuktu. He is a Hurricane Katrina refugee and lives far from future hurricanes in Buffalo, New York.