一篇关于critical thinking的文章（摘自国外）

chenh1207UID: 182826

Universal Intellectual Standards
by Linda Elder and Richard Paul

Universal intellectual standards are standards which must be applied to thinking whenever one is interested in checking the quality of reasoning about a problem, issue, or situation. To think critically entails having command of these standards. To help students learn them, teachers should pose questions which probe student thinking, questions which hold students accountable for their thinking, questions which, through consistent use by the teacher in the classroom, become internalized by students as questions they need to ask themselves.

The ultimate goal, then, is for these questions to become infused in the thinking of students, forming part of their inner voice, which then guides them to better and better reasoning. While there are a number of universal standards, the following are the most significant:

CLARITY: Could you elaborate further on that point? Could you express that point in another way? Could you give me an illustration? Could you give me an example?
Clarity is the gateway standard. If a statement is unclear, we cannot determine whether it is accurate or relevant. In fact, we cannot tell anything about it because we don't yet know what it is saying. For example, the question, "What can be done about the education system in America?" is unclear. In order to address the question adequately, we would need to have a clearer understanding of what the person asking the question is considering the "problem" to be. A clearer question might be "What can educators do to ensure that students learn the skills and abilities which help them function successfully on the job and in their daily decision-making?"

ACCURACY: Is that really true? How could we check that? How could we find out if that is true?
A statement can be clear but not accurate, as in "Most dogs are over 300 pounds in weight."

PRECISION: Could you give more details? Could you be more specific?
A statement can be both clear and accurate, but not precise, as in "Jack is overweight." (We don't know how overweight Jack is, one pound or 500 pounds.)

RELEVANCE: How is that connected to the question? How does that bear on the issue?
A statement can be clear, accurate, and precise, but not relevant to the question at issue. For example, students often think that the amount of effort they put into a course should be used in raising their grade in a course. Often, however, the "effort" does not measure the quality of student learning, and when this is so, effort is irrelevant to their appropriate grade.

DEPTH: How does your answer address the complexities in the question? How are you taking into account the problems in the question? Is that dealing with the most significant factors?
A statement can be clear, accurate, precise, and relevant, but superficial (that is, lack depth). For example, the statement "Just say No" which is often used to discourage children and teens fro using drugs, is clear, accurate, precise, and relevant. Nevertheless, it lacks depth because it treats an extremely complex issue, the pervasive problem of drug use among young people, superficially. It fails to deal with the complexities of the issue.

BREADTH: Do we need to consider another point of view? Is there another way to look at this question? What would this look like from a conservative standpoint? What would this look like from the point of view of...?
A line of reasoning may be clear accurate, precise, relevant, and deep, but lack breadth (as in an argument from either the conservative or liberal standpoint which gets deeply into an issue, but only recognizes the insights of one side of the question.)

LOGIC: Does this really make sense? Does that follow from what you said? How does that follow? But before you implied this and now you are saying that; how can both be true?
When we think, we bring a variety of thoughts together into some order. When the combination of thoughts are mutually supporting and make sense in combination, the thinking is "logical." When the combination is not mutually supporting, is contradictory in some sense, or does not "make sense," the combination is not logical.

imongUID: 140258

Good Article. 出处是哪里？

chenh1207UID: 182826

谢谢IMONG的捧场，我会继续在网上讨宝与大家分享的！
用google搜出来的，里面的东西挺好的，正在慢慢看！
www.criticalthinking.org

suckdogUID: 172480

English writing, it firstly can be seen that, is to write in English.
I therefore always prefer English teaching stuff. More specifically,
here are two posts, for people who are interested in critical writing
as well as reflective reading, that introduce academic writing skills
as essential handouts at the beginning.

http://www.i-bbw.org/bbs/index.php?showtopic=1598

http://www.i-bbw.org/bbs/index.php?showtopic=124

Sorry about those linkings as it takes much space to make a
copy with it. You're both welcome to comment up on here
and on there.

Cheers.

poohUID: 146994

谢谢，真希望每个人都来看看这篇文章，现在论坛有些人写起来比较盲目，有些闭门造车的味道。不要就是直接从别人那里抄过论点来，我还是提倡自己多多思考，看看自己从depth, breadth, logic, relevance, accuracy, clarity各方面做的好不好

germansheperdUID: 195129

There are quite a bunch of truisms in this article.At first glance,it sounds like myriad pearls of wisdom.However,on closer examination,it contains nothing of real substance to the prospective GRE-takers.

DendisUID: 158017

Clarity：

If a statement is unclear, we cannot determine whether it is accurate or relevant. In fact, we cannot tell anything about it because we don't yet know what it is saying.

对于所有Gre AW写作的新手我想首要做到的就是这点，一定要清晰表述自己的观点，要有自己的想法，不要搞了半天连我们都无法理解你，那就别说老外了

naiba369UID: 131655

研究ing