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Critical Thinking & Academic Research
This guide is created to aid you in your development of critical thinking skills and in your ability to conduct research using library resources.
In reflective problem solving and thoughtful decision making using critical thinking one considers evidence, the context of judgment, the relevant criteria for making the judgment well, the applicable methods or techniques for forming the judgment, and the applicable theoretical constructs for understanding the problem and the question at hand. In this book, the authors present topical research in the study of critical thinking. Topics discussed include developing critical thinking through probability models; the promotion of critical thinking skills through argument mapping; an instructional model for teacher training in critical thinking; advanced academic literacy and critical thinking and critical thinking and higher education.
In an era of information overload, our need to learn how to critically evaluate the growing flood of information has never been greater. Critical Reflection showcases the role of reason in a world saturated by media-enhanced persuasion and complex scientific and technological jargon. Drawing from the classic philosophical texts, this engaging textbook on the art of analyzing arguments is also relevant to today's undergraduates in its use of real-life examples and exercises are drawn mainly from media and politics. Malcolm Murray and Nebojsa Kujundzic cover the standard subjects in a one-semester course on critical thinking, offering ways to analyze arguments in the following areas: * language use * acceptability conditions for truth * categorical and propositional logic * induction * causal claims * probability reasoning * analogical reasoning * an in-depth analysis of informal fallacies Critical Reflection further distinguishes itself with in-depth answers to chapter exercises that are incorporated directly into the authors' detailed discussions. This is an ideal textbook to help professors foster autonomous thinking among their students.
This text features a novel, hands-on approach to the study of rhetorical devices. The student will become more engaged in the study of critical thinking by seeing its direct application to current events, student life, and decision-making. The book outlines three components of Critical Thinking in Writing: concept clarification, fact-claim verification, and argument/inference validation. These three components, when consciously applied and integrated into creative problem-solving, writing, and meaningful discussion, will help to steer readers towards the main objective of critical thinking, namely to clarify and elucidate controversial issues or issues about which there is ongoing disagreement.
Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners' experiences of learning are changing and raises important challenges to the educational status quo. Rethinking Learning for a Digital Age: moves beyond stereotypes of the "net generation" to explore the diversity of e-learning experiences today analyses learners' experiences holistically, across the many technologies and learning opportunities they encounter reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches. Today's learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.