Critical Thinking Pearson New International Edition, plus MyStudentSuccessLab without eText

<p>Preface</p> <p>INTRODUCTION</p> <p>A Start-Up Definition of Critical Thinking</p> <p>How Skilled Are You as a Thinker?</p> <p>Good Thinking Requires Hard Work </p> <p>The Concept of Critical Thinking </p> <p>Become a Critic of Your Thinking</p> <p>Establish New Habits of Thought </p> <p>Develop Confidence in Your Ability to Reason and Figure Things Out</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>Chapter 1 - BECOME A FAIRMINDED THINKER </p> <p>Weak versus Strong Critical Thinking </p> <p>What Does Fairmindedness Require? </p> <p>Intellectual Humility: Strive to Discover the Extent of Your Ignorance </p> <p>Intellectual</p> <p>Courage: Develop the Courage to Challenge Popular Beliefs&nbsp;</p> <p>Intellectual Empathy:</p> <p>Learn to Enter Opposing Views Empathically</p> <p>Intellectual Integrity: Hold Yourself</p> <p>to the Same Standards to Which You Hold Others</p> <p>Intellectual Perseverance:Refuse to Give Up Easily; Work Your Way through Complexities and Frustration </p> <p>Confidence in Reason: Respect Evidence and Reasoning, and Value Them as Tools</p> <p>for Discovering the Truth</p> <p>Intellectual Autonomy: Value Independence of Thought</p> <p>Recognize the Interdependence of Intellectual Virtues</p> <p>Conclusion </p> <p>&nbsp;</p> <p>Chapter 2 - THE FIRST FOUR STAGES OF DEVELOPMENT: AT WHAT LEVEL OF THINKING WOULD YOU PLACE YOURSELF? </p> <p>Stage 1: The Unreflective Thinker </p> <p>Stage 2: The Challenged Thinker </p> <p>Stage 3: The Beginning Thinker </p> <p>Stage 4: The Practicing Thinker </p> <p>A “Game Plan” for Improvement </p> <p>A Game Plan for Devising a Game Plan </p> <p>Integrating Strategies One by One </p> <p>&nbsp;</p> <p>Chapter 3 - SELF-UNDERSTANDING </p> <p>Monitor the Egocentrism in Your Thought and Life </p> <p>Make a Commitment to Fairmindedness </p> <p>Recognize the Mind’s Three Distinctive Functions </p> <p>Understand That You Have a Special Relationship to Your Mind </p> <p>Connect Academic Subjects to Your Life and Problems </p> <p>Learn Both Intellectually and Emotionally </p> <p>&nbsp;</p> <p>Chapter 4 - THE PARTS OF THINKING </p> <p>Reasoning Is Everywhere in Human Life </p> <p>Reasoning Has Parts </p> <p>A First Look at the Elements of Thought&nbsp; </p> <p>An Everyday Example: Jack and Jill</p> <p>Analysis of the Example</p> <p>How the Parts of Thinking Fit Together </p> <p>The Relationship between the Elements </p> <p>Critical Thinkers Think to Some Purpose </p> <p>Critical Thinkers Take Command of Concepts</p> <p>Critical Thinkers Assess Information</p> <p>Inert Information </p> <p>Activated Ignorance </p> <p>Activated Knowledge </p> <p>Critical Thinkers Distinguish between Inferences and Assumptions </p> <p>Critical Thinkers Think through Implications </p> <p>Critical Thinkers Think across Points of View </p> <p>The Point of View of the Critical Thinker </p> <p>Conclusion </p> <p>&nbsp;</p> <p>Chapter 5 - STANDARDS FOR THINKING </p> <p>Take a Deeper Look at Universal Intellectual Standards </p> <p>Clarity </p> <p>Accuracy </p> <p>Precision </p> <p>Relevance </p> <p>Depth </p> <p>Breadth </p> <p>Logic </p> <p>Significance </p> <p>Fairness </p> <p>Bring Together the Elements of Reasoning and the Intellectual</p> <p>Standards </p> <p>Purpose, Goal, or End in View </p> <p>Question at Issue or Problem to Be Solved </p> <p>Point of View or Frame of Reference </p> <p>Information, Data, Experiences </p> <p>Concepts, Theories, Ideas </p> <p>Assumptions </p> <p>Implications and Consequences </p> <p>Inferences </p> <p>Brief Guidelines for Using Intellectual Standards </p> <p>&nbsp;</p> <p>Chapter 6 - ASK QUESTIONS THAT LEAD TO GOOD THINKING </p> <p>The Importance of Questions in Thinking </p> <p>Questioning Your Questions </p> <p>Dead Questions Reflect Inert Minds </p> <p>Three Categories of Questions </p> <p>Become a Socratic Questioner </p> <p>Focus Your Thinking on the Type of Question Being Asked </p> <p>Focus Your Questions on Universal Inte</p>