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Journal of Developmental… | 5 |
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Elder, Linda | 5 |
Paul, Richard | 5 |
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Reports - Descriptive | 3 |
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Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 2002
Argues that few students learn to think well within the disciplines and domains of knowledge and experience. Offers 18 ideas for students to utilize in order to become better critical thinkers and learners, including: (1) becoming an active learner; (2) becoming a questioner; and (3) looking for interconnections. First in a series of articles.…
Descriptors: Basic Skills, Community Colleges, Critical Thinking, Curriculum
Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 2003
Third in a series of columns focusing on teaching students to think critically, this column provides three templates useful in helping students practice analyzing and assessing the logic of a text. Discusses how to analyze an article, essay, or chapter; comprehend the logic of a textbook; and evaluate an author's reasoning. (NB)
Descriptors: Community Colleges, Compensatory Education, Critical Thinking, Developmental Studies Programs
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, 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; Paul, Richard – Journal of Developmental Education, 2002
Outlines the differences between inferences and assumptions in critical thinking processes. Explains that as students develop critical intuitions, they increasingly notice how their point of view shapes their experiences. (AUTH/NB)
Descriptors: Community Colleges, Critical Thinking, Developmental Studies Programs, Inferences