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Cognitive Development | 5 |
Critical Thinking | 5 |
Thinking Skills | 4 |
Classroom Techniques | 2 |
Community Colleges | 2 |
Learning Strategies | 2 |
Two Year Colleges | 2 |
Affective Behavior | 1 |
Class Activities | 1 |
Class Organization | 1 |
Cognitive Processes | 1 |
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Journal of Developmental… | 5 |
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Elder, Linda | 5 |
Paul, Richard | 4 |
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Journal Articles | 5 |
Opinion Papers | 5 |
Reports - Descriptive | 1 |
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Peer reviewed
Elder, Linda; Paul, Richard – Journal of Developmental Education, 1995
Examines the importance of teaching critical thinking and intellectual standards through the use of an engaged lecture style. Indicates that engaged lectures pressure students to intellectually process the information conveyed by the teacher and thus better understand the lecture's content. Describes the key issues regarding the implementation of…
Descriptors: Class Activities, Class Organization, Classroom Techniques, Cognitive Development
Peer reviewed
Elder, Linda; Paul, Richard – Journal of Developmental Education, 2000
Lists nine strategies that help students move from being an "unreflective thinker" to a "master thinker," discussing in detail the last five strategies: reshaping character; dealing with egocentrism; redefining the way to see things; getting in touch with emotions; and analyzing group influences on life. (PGS)
Descriptors: Cognitive Development, Cognitive Structures, Community Colleges, Critical Thinking
Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 2000
Presents the first four of nine strategies that students can use to develop their critical thinking skills: using "wasted time" to practice critical thinking; choosing a problem at the beginning of each day to work on; developing a heightened awareness of universal intellectual standards; and writing journal entries each week that analyze…
Descriptors: Cognitive Development, Critical Thinking, Higher Education, Learning Strategies
Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 2001
Suggests that there are three ways of taking in information: internalizing inert information, forming activated ignorance, or achieving activated knowledge. Explains that only activated knowledge leads the learner, by implication, to more knowledge, and that seeking the logic of things can lead to discovery of activated knowledge. (NB)
Descriptors: Cognitive Development, Community Colleges, Critical Thinking, Developmental Studies Programs
Peer reviewed
Elder, Linda – Journal of Developmental Education, 1997
Asserts that students' emotions should be nurtured in the educational process to help foster positive reactions to instructional materials. States also that the relationship between the cognitive function of the mind and the affective, or feeling, dimension must be understood so that students will develop critical-thinking skills. (VWC)
Descriptors: Affective Behavior, Classroom Techniques, Cognitive Development, Cognitive Processes