Critical and Creative Thinking: A Guide for Teachers reveals ways to develop a capacity to think both critically and creatively in practical and productive ways. Explains why critical and creative thinking complement each other with clear examples Provides a practical toolkit of cognitive techniques for generating and evaluating ideas using both creative and critical thinking Enriches the discussion of creative and critical intersections with brief "inter-chapters" based on the thinking habits of Leonardo da Vinci Offers an overview of current trends in critical and creative thinking, with applications across a spectrum of disciplines
Should we stop teaching critical thinking? Meant as a prompt to further discussion, Critical Condition questions the assumption that every student should be turned into a "critical thinker." The book starts with the pre-Socratics and the impact that Socrates' death had on his student Plato and traces the increasingly violent use of critical "attack" on a perceived opponent. From the Roman militarization of debate to the medieval Church's use of defence as a means of forcing confession and submission, the early phases of critical thinking were bound up in a type of attack that Finn suggests does not best serve intellectual inquiry. Recent developments have seen critical thinking become an ideology rather than a critical practice, with levels of debate devolving to the point where most debate becomes ad hominem. Far from arguing that we abandon critical inquiry, the author suggests that we emphasize a more open, loving system of engagement that is not only less inherently violent but also more robust when dealing with vastly more complex networks of information. This book challenges long-held beliefs about the benefits of critical thinking, which is shown to be far too linear to deal with the twenty-first century world. Critical Condition is a call to action unlike any other.
The Critical Thinking About Sources Cookbook by Sarah Morris
Call Number: ZA3088 .C75 2020
Publication Date: 2020
This book is full of ready to use lesson plans about how to think critically when evaluating sources.
Fact vs. Fiction by Jennifer LaGarde; Darren Hudgins
Call Number: LB1590.3 .L34 2018
Publication Date: 2018-12-19
The advent of the 24-hour news cycle, citizen journalism and an increased reliance on social media as a trusted news source have had a profound effect not only on how we get our news, but also on how we evaluate sources of information, share that information and interact with others in online communities. When these issues are coupled with the "fake news" industry that intentionally spreads false stories designed to go viral, educators are left facing a new and challenging landscape. This book will help them address these new realities.Fact vs. Fiction provides educators with tools and resources to help students discern fact from fiction in the information they access not only at school, but on the devices they carry in their pockets and backpacks.
Creativity and critical thinking are key skills for complex, globalised and increasingly digitalised economies and societies. While teachers and education policy makers consider creativity and critical thinking as important learning goals, it is still unclear to many what it means to develop these skills in a school setting. To make it more visible and tangible to practitioners, the OECD worked with networks of schools and teachers in 11 countries to develop and trial a set of pedagogical resources that exemplify what it means to teach, learn and make progress in creativity and critical thinking in primary and secondary education. Through a portfolio of rubrics and examples of lesson plans, teachers in the field gave feedback, implemented the proposed teaching strategies and documented their work. Instruments to monitor the effectiveness of the intervention in a validation study were also developed and tested, supplementing the insights on the effects of the intervention in the field .
Critical thinking--every scholar in the literature has defined it, but there is no clearly agreed upon definition. No wonder polls and surveys reveal that few college-level faculty can define critical thinking or know how to teach it. Still, critical thinking keeps appearing in accreditation standards and surveys of the skills employers seek in college graduates. The good news is that we do know that critical thinking can be taught. But the concept cries out for the simplification, translation into discipline-relevant course outcomes, tangible teaching strategies, and concrete assessment techniques that this book will provide. Like a course or a workshop, this book proposes learning outcomes for the reader--promises of what the reader will be able to do after reading it. These include: * explain what critical thinking is in simple terms; * convincingly explain to students why it is important for them to learn critical thinking, and, if they tune out, what they stand to lose; * overcome the challenges that teaching critical thinking presents; * identify the type of course content to which critical thinking can be applied and, therefore, that readers can use to teach critical thinking; * integrate critical thinking into the design of a new or existing course in any discipline; * write assessable critical thinking learning outcomes that are compatible with and make sense in any discipline; * select and adapt activities and assignments that will give students no- or low-stakes practice with feedback in critical thinking using a variety of questions, tasks, and teaching methods.