Table of Contents for The Critical Thinking Initiative Handbooks
These texts are designed for your use. You can easily build a course around the text's structure, but educators also select key exercises and assignments that fit their courses. You might use the assessment with just a few exercises, many exercises without the assessment, or any other combination of chapters, assignments, and assessments. The Critical Thinking Initiative is offers a large umbrella for the system to meet the differing needs of faculty at different grade levels, courses, disciplines, and institutions.
(See first section below.)
Section I - About This Book
This first section of the student edition challenges students' popular conceptions about what it means to think critically, focusing as it does so on why they all possess the ability to think critically but why they need to understand and exercise that ability if they are going to do it successfully in academia.
Why should I read this book?
If critical thinking is important, then what is it?
Opinions vs. thoughts
You think all the time, but that's the problem
Smart is better than right
The thinker's mindset: judge, attorney, or jury?
Introduction: Welcome to the First Critical Thinking Ecosystem
Learn the research-driven foundation for the entire critical thinking ecosystem of The Critical Thinking Initiative. This introduction explains why most critical thinking outcomes are low across the United States, and why most "solutions" fail to solve for the deep obstacles that prevent students from engaging your curriculum more deeply.
A critical thinking system for any discipline
Teaching critical thinking is rare ... and essential
Understanding the five fractures in CT education
Format for assignments in this text
Teaching Student Section I
Section II - Critical Thinking: Definition & Process
Defining critical thinking
Walking through how you already think
Why thinking is A.L.I.V.E.
The umbrella problem
Here's how you put this cycle to work
Teaching Student Section II
Section III - Putting the Critical Thinking Cycle to Work
The language of critical thinking
The critical thinking paragraph
The three-paragraph paper
The five-paragraph paper
The seven-paragraph paper
Teaching Student Section III
Section IV - The Critical Thinking TARGET
The Target critical thinking infographic
Grading thinking: isolate vs. ongoing vs. mastery
Why Target categories overlap
The back: organization, style, correctness, and formatting
Now you know how to grade your paper!
Teaching Student Section IV
Section V - Sample Papers F through A
Teaching Student Section V