Preface |
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ix | |
Introduction |
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xiii | |
A Start-up Definition of Critical Thinking |
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xiii | |
How Skilled Are You as a Thinker? |
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xiv | |
Good Thinking Requires Hard Work |
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xvi | |
Defining Critical Thinking |
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xix | |
The Concept of Critical Thinking |
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xx | |
Become a Critic of Your Thinking |
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xxii | |
Establish New Habits of Thought |
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xxiii | |
Develop Confidence in Your Ability to Reason and Figure Things Out |
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xxiii | |
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How the Mind Can Discover Itself |
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1 | (10) |
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Recognize the Mind's Three Basic Functions |
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1 | (2) |
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Establish a Special Relationship to Your Mind |
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3 | (3) |
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Connect Academic Subjects to Your Life |
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6 | (1) |
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Learn Both Intellectually and Emotionally |
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7 | (4) |
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Discover the Parts of Thinking |
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11 | (32) |
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Thinking Is Everywhere in Human Life |
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11 | (2) |
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13 | (8) |
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A First Look at the Elements of Thought |
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13 | (5) |
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An Everyday Example: Jack and Jill |
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18 | (1) |
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19 | (1) |
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How the Parts of Thinking Fit Together |
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20 | (1) |
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The Relationship Between the Elements |
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21 | (1) |
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21 | (21) |
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The Best Thinkers Think to Some Purpose |
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21 | (2) |
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The Best Thinkers Take Command of Concepts |
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23 | (2) |
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The Best Thinkers Assess Information |
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25 | (6) |
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The Best Thinkers Distinguish Between Inferences and Assumptions |
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31 | (6) |
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The Best Thinkers Think Through Implications |
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37 | (2) |
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The Best Thinkers Think Across Points of View |
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39 | (3) |
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42 | (1) |
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Discover Universal Standards for Thinking |
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43 | (30) |
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Take a Deeper Look at Universal Intellectual Standards |
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44 | (11) |
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44 | (1) |
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45 | (2) |
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47 | (1) |
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48 | (1) |
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48 | (1) |
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49 | (1) |
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50 | (1) |
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51 | (1) |
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52 | (3) |
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Bring Together the Elements of Reasoning and the Intellectual Standards |
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55 | (7) |
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Purpose, Goal, or End in View |
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55 | (2) |
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Question at Issue or Problem to Be Solved |
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57 | (1) |
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Point of View or Frame of Reference |
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57 | (1) |
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Information, Data, Experiences |
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58 | (1) |
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Concepts, Theories, Ideas |
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59 | (1) |
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59 | (1) |
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Implications and Consequences |
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60 | (1) |
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61 | (1) |
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Brief Guidelines for Using Intellectual Standards |
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62 | (11) |
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Redefine Grades As Levels of Thinking And Learning |
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73 | (10) |
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Develop Strategies for Self-Assessment |
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74 | (1) |
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Use Student Profiles to Assess Your Performance |
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74 | (4) |
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Exemplary Students (Grade of A) |
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75 | (1) |
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High-Performing Students (Grade of B) |
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76 | (1) |
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Mixed-Quality Students (Grade of C) |
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76 | (1) |
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Low-Performing Students (Grade of D or F) |
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77 | (1) |
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Apply the Student Profiles to Assess Your Performance Within Specific Disciplines |
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78 | (4) |
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Exemplary Thinking as a Student of Psychology (Grade of A) |
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78 | (1) |
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High-Performing Thinking as a Student of Psychology (Grade of B) |
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79 | (1) |
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Mixed-Quality Thinking as a Student of Psychology (Grade of C) |
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80 | (1) |
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Low-Performing Thinking as a Student of Psychology (Grade of D or F) |
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81 | (1) |
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82 | (1) |
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Learn to Ask the Questions the Best Thinkers Ask |
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83 | (20) |
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The Importance of Questions in Thinking |
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84 | (1) |
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Questioning Your Questions |
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84 | (2) |
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Dead Questions Reflect Inert Minds |
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86 | (1) |
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Three Categories of Questions |
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87 | (4) |
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88 | (1) |
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88 | (1) |
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88 | (3) |
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Become a Socratic Questioner |
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91 | (11) |
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Focus Your Thinking on the Type of Question Being Asked |
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94 | (1) |
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Focus Your Questions on Universal Intellectual Standards for Thought |
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94 | (2) |
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Focus Your Questions on the Elements of Thought |
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96 | (2) |
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Focus Your Questions on Prior Questions |
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98 | (1) |
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Focus Your Questions on Domains of Thinking |
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99 | (3) |
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102 | (1) |
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Discover How the Best Thinkers Learn |
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103 | (30) |
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18 Ideas for Improving Your Learning |
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104 | (2) |
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The Logic of a College as It Is |
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106 | (1) |
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How the Best Students Learn |
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107 | (1) |
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The Design of a College Class |
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108 | (2) |
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Figure Out the Underlying Concept of Your Course |
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110 | (2) |
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Figure Out the Form of Thinking Essential to a Course or Subject |
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112 | (2) |
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Think Within the Logic of the Subject |
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114 | (1) |
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A Case: The Logic of Biochemistry |
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115 | (3) |
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Make the Design of the Course Work for You |
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118 | (4) |
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Sample Course: American History, 1600-1800 |
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119 | (3) |
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Reading, Writing, Speaking, Listening, and Thinking |
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122 | (5) |
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Figure Out the Logic of an Article or Essay |
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127 | (1) |
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Figure Out the Logic of a Textbook |
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128 | (1) |
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Criteria for Evaluating an Author's Reasoning |
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129 | (4) |
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The Best Thinkers Read Closely and Write Substantively |
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133 | (56) |
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The Interrelationship Between Reading and Writing |
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134 | (1) |
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Part I: Discover Close Reading |
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135 | (9) |
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Consider the Author's Purpose |
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136 | (1) |
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Avoid Impressionistic Reading |
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137 | (1) |
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137 | (1) |
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Think About Reading While Reading |
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137 | (1) |
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Engage the Text While Reading |
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138 | (1) |
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Think of Books as Teachers |
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138 | (1) |
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138 | (1) |
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139 | (1) |
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139 | (1) |
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140 | (1) |
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140 | (1) |
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141 | (1) |
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142 | (1) |
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Take Ownership of What You Read: Mark It Up |
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142 | (2) |
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The Best Readers Read to Learn |
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144 | (1) |
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Part II: Discover Substantive Writing |
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144 | (8) |
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145 | (1) |
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145 | (1) |
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The Problem of Impressionistic Writing |
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146 | (1) |
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146 | (1) |
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147 | (1) |
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147 | (1) |
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Substantive Writing in Content Areas |
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147 | (2) |
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Relate Core Ideas to Other Core Ideas |
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149 | (1) |
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Writing Within Disciplines |
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149 | (1) |
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150 | (1) |
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151 | (1) |
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Part III: Practice Close Reading and Substantive Writing |
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152 | (37) |
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155 | (7) |
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Exercises in the Five Levels of Close Reading and Substantive Writing |
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162 | (13) |
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Exploring Conflicting Ideas |
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175 | (2) |
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Exploring Key Ideas Within Disciplines |
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177 | (4) |
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181 | (1) |
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Writing Substantively to Analyze Reasoning: An Example |
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182 | (5) |
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187 | (2) |
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Become A Fair-Minded Thinker |
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189 | (24) |
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Weak Versus Strong Critical Thinking |
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191 | (3) |
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What Does Fair-Mindedness Require? |
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194 | (18) |
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Intellectual Humility: The Best Thinkers Strive to Discover the Extent of Their Ignorance |
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195 | (3) |
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Intellectual Courage: The Best Thinkers Have the Courage to Challenge Popular Beliefs |
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198 | (2) |
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Intellectual Empathy: The Best Thinkers Empathically Enter Opposing Views |
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200 | (1) |
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Intellectual Integrity: The Best Thinkers Hold Themselves to the Same Standards to Which They Hold Others |
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201 | (2) |
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Intellectual Perseverance: The Best Thinkers Do Not Give Up Easily, But Work Their Way Through Complexities and Frustration |
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203 | (2) |
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Confidence in Reason: The Best Thinkers Respect Evidence and Reasoning and Value Them as Tools for Discovering the Truth |
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205 | (2) |
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Intellectual Autonomy: The Best Thinkers Value Their Independence in Thought |
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207 | (3) |
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The Best Thinkers Recognize the Interdependence of Intellectual Virtues |
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210 | (2) |
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212 | (1) |
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Deal With Your Irrational Mind |
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213 | (44) |
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Part I: The Best Thinkers Take Charge of Their Egocentric Nature |
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214 | (26) |
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Understand Egocentric Thinking |
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216 | (2) |
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Understand Egocentrism as a Mind Within the Mind |
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218 | (1) |
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Successful Egocentric Thinking |
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219 | (2) |
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Unsuccessful Egocentric Thinking |
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221 | (3) |
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224 | (3) |
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227 | (10) |
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Pathological Tendencies of the Human Mind |
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237 | (1) |
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The Best Thinkers Challenge the Pathological Tendencies of Their Minds |
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238 | (2) |
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The Challenge of Rationality |
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240 | (1) |
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Part II: The Best Thinkers Take Charge of Their Sociocentric Tendencies |
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240 | (15) |
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The Nature of Sociocentrism |
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241 | (4) |
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245 | (1) |
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Sociocentric Thinking Is Unconscious and Potentially Dangerous |
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246 | (1) |
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Sociocentric Uses of Language |
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247 | (1) |
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Disclose Sociocentric Thinking Through Conceptual Analysis |
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248 | (1) |
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Reveal Ideology at Work Through Conceptual Analysis |
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249 | (1) |
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The Mass Media Foster Sociocentric Thinking |
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250 | (5) |
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255 | (2) |
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The Stages of Critical Thinking Development: At What Stage Are You? |
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257 | (56) |
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Stage One: The Unreflective Thinker |
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259 | (1) |
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Stage Two: The Challenged Thinker |
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260 | (3) |
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Stage Three: The Beginning Thinker |
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263 | (4) |
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Stage Four: The Practicing Thinker |
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267 | (1) |
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A ``Game Plan'' for Improvement |
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268 | (1) |
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A Game Plan for Devising a Game Plan |
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268 | (3) |
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Integrating Strategies One By One |
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271 | (4) |
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A Further Exercises in Close Reading and Substantive Writing |
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275 | (25) |
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B Sample Analysis of the Logic of . . . |
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300 | (9) |
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C What Do We Mean by ``The Best Thinkers''? |
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309 | (4) |
Glossary |
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313 | (22) |
References |
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335 | (2) |
Index |
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337 | |