Critical Thinking Handbook:

K-3rd Grades
Acknowledgment
I wish to give special thanks to Linda Elder for her
educational leadership, her committed scholarship, and
her personal style. She continually embodies the values
of critical thinking in her lifestyle: in her openness to new
ideas, in her commitment to intellectual standards, and
in her passion to apply critical thinking standards to her
own thought and action. I admire what she stands for. I am
deeply in her debt.
Copyright 2012, Richard Paul and Linda Elder
Copyright 1995 by the Foundation for Critical Thinking
Copyright 1989 by the Center for Critical Thinking and Moral Critique
All rights reserved. No part of this publication may be reproduced or
transmitted in any form or by any means, electronic or mechanical,
including photocopy, recording, or any information storage and retrieval
system, without permission in writing from the publisher. The contents
of this publication may, however, be reproduced if they are intended
solely for nonprot, educational use.
ISBN 978-0-944583-00-5
Library of Congress Catalog Card Number: 90-82938
Item # 401B
Critical Thinking
Handbook:
K 3
rd
Grades
A Guide for Remodelling Lesson Plans in
Language Arts, Social Studies, and Science
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Richard Paul and A.J.A. Binker
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Contents
Part 1: Putting Critical Thinking into Instruction
1 Introduction
Design of the Book ............................................................................................................... 1
Why Critical Thinking Is Essential to Education ................................................................... 2
Our Concept of Critical Thinking .......................................................................................... 7
Introduction to Remodelling: Components of Remodels and Their Functions ........................ 8
How to Use This Book ......................................................................................................... 13
Diagrams
Three Modes of Mental Organization .................................................................................. 16
Lesson Plan Remodelling ................................................................................................... 17
The Perfections and Imperfections of Thought .................................................................... 18
2 Making Critical Thinking Intuitive: Using Drama, Examples, and Images ..... 19
Teaching for Intuitive Understanding . ................................................................................ 19
Using Dramatization to Foster Critical Thinking Intuitions ................................................. 21
Exemplication: Understanding Abstract Concepts Through Vivid Everyday Examples ...... 27
Visualization: Using Visuals to Make Critical Thinking Principles More Intuitive ................ 32
3 Global Strategies: Socratic Questioning & Role-Playing
The Role of the Teacher ...................................................................................................... 37
Socratic Questioning: Wondering Aloud About Meaning and Truth ..................................... 40
Socratic Transcripts .......................................................................................................... 47
Role-Playing and Reconstructing Opposing Views .............................................................. 54
Teaching the Distinction Between Fact, Opinion, and Reasoned Judgment ........................ 55
4 Strategies
Introduction ....................................................................................................................... 57
The Strategy List: 35 Dimensions of Critical Thought (Formally Named) .............................. 60
The Strategy List: 35 Dimensions of Critical Thought (Informally Characterized) ................. 61
35 Dimensions of Critical Thought as Fairminded Fran Might Explain Them ..................... 63
The Interdependence of Traits of Mind ............................................................................... 67
Distinguishing MacroAbilities from Micro-Skills ................................................................ 68
Have We Left Out Any Important Strategies? ...................................................................... 69
Principles and Applications ................................................................................................ 71
5 Remodelling Language Arts Lessons
Introduction .................................................................................................................... 109
Evaluative Thinking .......................................................................................................... 120
Listening Ears .................................................................................................................. 122
Corduroy ....................................................................................................................... 124
Thee Gingerbread Man .................................................................................................. 126
Goldilocks and the Three Bears ..................................................................................... 128
Goldilocks II ................................................................................................................... 130
A Toy for Mike ................................................................................................................ 132
Moving Day .................................................................................................................... 134
Susan, Tom, & Betty ........................................................................................................ 136
ii
Help for the Hen ............................................................................................................. 139
Messages Without Words ................................................................................................. 140
Sentences that Ask ........................................................................................................... 142
Two Ways to Win ............................................................................................................ 144
Marvins Manhole ........................................................................................................... 146
The Camel and the Jackal .............................................................................................. 148
Friends .......................................................................................................................... 150
The Horse Was in the Parlor ........................................................................................... 152
Aha! A Sleuth! ................................................................................................................ 154
Poor Little Puppy ............................................................................................................ 156
Kate and the Big Cat ...................................................................................................... 158
Adjectives ......................................................................................................................... 160
Listening Game ................................................................................................................ 162
Any Old Junk Today? ..................................................................................................... 165
6 Remodelling Social Studies Lessons
Introduction ..................................................................................................................... 169
Do Communities Change? ................................................................................................ 174
How Is my School Like my Home? ..................................................................................... 176
Tools (Two Remodelled Lessons) ...................................................................................... 178
Why Did the Girl Say. No? .............................................................................................. 181
Martin Luther King. Jr.s Birthday ...................................................................................... 83
Our Countrys Birthday .................................................................................................... 185
Rules ................................................................................................................................ 187
About Families & Needs and Wants .................................................................................. 189
Emotions: Anger .............................................................................................................. 191
The Pledge of Allegiance .................................................................................................... 193
Sues Mistake ................................................................................................................... 196
Schools in India ................................................................................................................ 198
At the Television Studio .................................................................................................... 200
We Need Rules .................................................................................................................. 203
Looking to the Future ....................................................................................................... 205
Does Earth Move?............................................................................................................. 207
An Oil-Drilling Community .............................................................................................. 209
Farms Yesterday and Today ............................................................................................. 211
City Park .......................................................................................................................... 213
The Health Department .................................................................................................... 215
Starting from Scratch ...................................................................................................... 218
City Government in East Bend ......................................................................................... 221
Knighthood ...................................................................................................................... 224
Problem Solving ................................................................................................................ 227
An American City with a Problem ..................................................................................... 231
7 Remodelling Science Lessons
Introduction ..................................................................................................................... 237
Linear Measurement ......................................................................................................... 240
Are Seeds Living Things? .................................................................................................. 242
Making Things Move ......................................................................................................... 244
Weather Changes with the Seasons ................................................................................... 246
Using Your Senses ............................................................................................................ 248
Pets .................................................................................................................................. 250
Water from the Air ............................................................................................................ 252
Magnets ........................................................................................................................... 254
Plant and Animal Products in Food ................................................................................... 256
What the Scientist Does .................................................................................................... 258
iii
Rocks of the Earth ............................................................................................................ 260
Comparing Man to Animals .............................................................................................. 262
The Sun ........................................................................................................................... 264
What Will Decompose? ..................................................................................................... 266
Parts of a Wave ................................................................................................................. 268
At Work on the Earth ........................................................................................................ 270
A Living System ................................................................................................................ 272
Two Concepts of Soil ....................................................................................................... 274
8 Remodelling Math Lessons
Introduction ..................................................................................................................... 277
Bar Graph ........................................................................................................................ 278
Word Problems ................................................................................................................ 280
9 Diagrams Helpful for Understanding Critical Thinking and
Its Relationship with Teaching and Learning ........................................................ 283
The Elements of Thought (for analyzing reasoning) .......................................................... 284
To Analyze Thinking We Must Identify and Question its Elemental Structures ................ 285
Questions for Socratic Dialogue ....................................................................................... 286
To Evaluate Thinking We Must Apply Intellectual Standards
to the Elements of Thought ........................................................................................... 288
The Figuring Mind ........................................................................................................... 289
Critical Thinkers Routinely Apply the Intellectual Standards
to the Elements of Reasoning ....................................................................................... 290
Essential Intellectual Traits............................................................................................. 291
Critical Thinking is Manifest in All Forms of Thought ..................................................... 293
Three Forms of Criticality: Uncritical, Sophistic, Socratic ............................................... 294
Strong Versus Weak-Sense Critical Thinking .................................................................. 295
Critical Thinking, Content, and Student Thinking .......................................................... 296
Intellectual Discipline ...................................................................................................... 297
Part II: Achieving the Deeper Understandings
10 Thinking Critically About Teaching: From Didactic to Critical Teaching
Thinking Critically About Teaching: From Didactic to Critical Teaching ........................... 299
Two Conicting Theories of Knowledge, Learning, and Literacy ........................................ 302
Common Problems with Texts ........................................................................................... 307
Standard Treatment of Critical Thinking, Reasoning, and Argumentation ......................... 308
11 Remodelling the Curriculum ....................................................................... 313
Curriculum: What Is It? ................................................................................................... 313
The Importance of Philosophy of Education to Curriculum Construction .......................... 315
Knowing and Thinking: A Model Philosophical Statement ................................................ 315
Curriculum: Formulations and Reformulations ................................................................ 319
12 Remodelling: A Foundation For Staff Development .................................... 327
Beginning to Infuse Critical Thinking ................................................................................ 329
Some Staff Development Design Possibilities..................................................................... 331
13 The Greensboro Plan: A Sample Staff Development Plan ............................. 335
14 What Critical Thinking Means to Me: The Views of Teachers ...................... 341
15 Regarding a Denition of Critical Thinking ............................................... 359
The Spirit of Critical Thinking ........................................................................................... 365
16 Glossary: An Educators Guide to Critical Thinking Terms and Concepts .... 369
iv
Appendices
Resources for Teaching Critical Thinking
The Importance of Intellectual Standards in the Classroom
Why Students - and Often Teachers - Dont Reason Well............................................. 394
Content is Thinking: Thinking is Content ................................................................... 417
Using Intellectual Standards to Assess Student Reasoning ........................................ 419
Tactics that Encourage Active Learning ...................................................................... 423
References ....................................................................................................................... 424
Additional Critical Thinking Resources
Critical Thinking for Children .................................................................................... 425
The Miniature Guide to Critical Thinking for Children ............................................... 426
The Teachers Manual to Childrens Guide and Teachers Handbook
to the Childrens Guide ......................................................................................... 426
K-3 Grade Teacher Bundle .......................................................................................... 427
Critical Thinking Conference Ad ................................................................................. 428
The Thinkers Guide Library ....................................................................................... 429
Richard Paul .............................................................................................. inside back cover
283
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1. make connections between the critical thinking concepts discussed in this book,
2. better understand the relationship between critical thinking and teaching and learning, and
3. see the relevance of critical thinking to all subjects, disciplines and domains of human life.
?
285
Diagrams for Understanding Critical Thinking
To Analyze Thinking We Must Identify
and Question its Elemental Structures




1 8
2 7
3
4 5
6
to answer a
question
solve a
problem.
Whenever
we think
we think for a
purpose
based on
concepts and
theories
to make
inferences and
judgements
within a
point of view
based on
assumptions
leading to
implications and
consequences.
We use
data, facts,
and experiences
Universal
Structures
of Thought
1 8
7
6
What is the
key question I
am trying to
answer?
What is my
fundamental
purpose
What is
the most basic
concept in the
question?
What are my
most fundamental
inferences or
conclusions?
Universal
Structures
of Thought
4 5
What
are the
implications
of my reasoning
(if I am correct)?
What
information
do I need to
answer my
question?
2
3
What is my
point of view
with respect to
the issue?
What
assumptions am
I using in my
reasoning?
or
?
Taken from The Thinkers Guide to Analytic Thinking, page 7
Critical Thinking Handbook: K3
286
Questions for Socratic Dialogue
Questions of Clarication
WIai do you ncan ly _____?
WIai is your nain oini?
How docs _____ rclaic io _____?
Could you ui iIai anoiIcr way?
WIai do you iIinl is iIc nain issuc
Icrc?
Is your lasic oini _____ or _____?
Could you givc nc an canlc?
Would iIis lc an canlc. _____?
Could you clain iIai furiIcr?
Would you say norc aloui iIai?
WIy do you say iIai?
Lci nc scc if I undcrsiand you; do you
ncan _____ or _____?
How docs iIis rclaic io our discussion/
rollcn/issuc?
WIai do you iIinl JoIn ncani ly Iis
rcnarl? WIai did you ialc JoIn io
ncan?
Janc, would you sunnarizc in your own
words wIai FicIard Ias said? FicIard, is
iIai wIai you ncani?
Questions that Probe Purpose
WIai is iIc urosc of _____?
WIai was your urosc wIcn you said
_____?
How do iIc uroscs of iIcsc iwo colc
vary?
How do iIc uroscs of iIcsc iwo grous
vary?
WIai is iIc urosc of iIc nain
cIaracicr in iIis siory?
How did iIc urosc of iIis cIaracicr
cIangc during iIc siory?
Was iIis urosc jusiifallc?
WIai is iIc urosc of addrcssing iIis
qucsiion ai iIis iinc?

Questions that Probe Assumptions
WIai arc you assuning?
WIai is Karcn assuning?
WIai could wc assunc insicad?
You sccn io lc assuning _____. Do I
undcrsiand you corrccily?
All of your rcasoning dccnds on iIc idca
iIai _____. WIy Iavc you lascd your
rcasoning on _____ raiIcr iIan _____?
You sccn io lc assuning _____. How
would you jusiify ialing iIis for granicd?
Is ii always iIc casc? WIy do you iIinl
iIc assuniion Iolds Icrc?
Questions that Probe Information,
Reasons, Evidence, and Causes
WIai would lc an canlc?
How do you lnow?
WIai arc your rcasons for saying iIai?
WIy did you say iIai?
WIai oiIcr infornaiion do wc nccd
io lnow lcforc wc can addrcss iIis
qucsiion?
WIy do you iIinl iIai is iruc?
Could you clain your rcasons io us?
WIai lcd you io iIai lclicf?
Is iIis good cvidcncc for lclicving iIai?
Do you Iavc any cvidcncc io suori
your asscriion?
Arc iIosc rcasons adcquaic?
How docs iIai infornaiion aly io iIis
casc?
Is iIcrc rcason io douli iIai cvidcncc?
WIai diffcrcncc docs iIai nalc?
WIo is in a osiiion io lnow if iIai is iIc
casc?
WIai would convincc you oiIcrwisc?
WIai would you say io sonconc wIo said
_____?
WIai accounis for _____?
WIai do you iIinl is iIc causc?
How did iIis conc aloui?
Dy wIai rcasoning did you conc io iIai
conclusion?
How could wc go aloui fnding oui
wIciIcr iIai is iruc?
Can sonconc clsc givc cvidcncc io
suori iIai rcsonsc?
Continued on page 287
Taken from The Thinkers Guide to The Art of Socratic Questionning, pages 20-23
287
Diagrams for Understanding Critical Thinking
Questions About Viewpoints or
Perspectives
You sccn io lc aroacIing iIis issuc
fron _____ crscciivc. WIy Iavc you
cIoscn iIis raiIcr iIan iIai crscciivc?
How would oiIcr grous/iycs of colc
rcsond? WIy? WIai would inucncc
iIcn?
How could you answcr iIc oljcciion iIai
_____ would nalc?
Can/did anyonc scc iIis anoiIcr way?
WIai would sonconc wIo disagrccs say?
WIai is an alicrnaiivc?
How arc Kcn's and Foannc's idcas
alilc? Diffcrcni?
Questions that Probe Implications
and Consequences
WIai arc you inlying ly iIai?
WIcn you say _____, arc you inlying
_____?
Dui if iIai Iacncd, wIai clsc would
also Iacn as a rcsuli? WIy?
WIai cffcci would iIai Iavc?
Would iIai ncccssarily Iacn or only
rolally Iacn?
WIai is an alicrnaiivc?
If iIis and iIis arc iIc casc, iIcn wIai
clsc nusi lc iruc?
Questions About the Question
How can wc fnd oui?
Is iIis iIc sanc issuc as _____?
How could sonconc sciilc iIis qucsiion?
Can wc lrcal iIis qucsiion down ai all?
Is iIc qucsiion clcar? Do wc undcrsiand
ii?
How would _____ ui iIc issuc?
Is iIis qucsiion casy or diffculi io
answcr? WIy?
WIai docs iIis qucsiion assunc?
Would _____ ui iIc qucsiion diffcrcnily?
WIy is iIis qucsiion inoriani?
Docs iIis qucsiion asl us io cvaluaic
sonciIing?
Do wc nccd facis io answcr iIis?
Do wc all agrcc iIai iIis is iIc qucsiion?
To answcr iIis qucsiion, wIai oiIcr
qucsiions would wc Iavc io answcr frsi?
I'n noi surc I undcrsiand Iow you arc
inicrrciing iIc nain qucsiion ai issuc.
Questions that Probe Concepts
WIai is iIc nain idca wc arc dcaling
wiiI?
WIy/Iow is iIis idca inoriani?
Do iIcsc iwo idcas conici? If so, Iow?
WIai was iIc nain idca guiding iIc
iIinling of iIc cIaracicr in iIis siory?
How is iIis idca guiding our iIinling as
wc iry io rcason iIrougI iIis issuc? Is
iIis idca causing us rollcns?
WIai nain iIcorics do wc nccd io
considcr in fguring oui _____?
Arc you using iIis icrn _____" in
lccing wiiI cducaicd usagc?
WIai nain disiinciions sIould wc draw
in rcasoning iIrougI iIis rollcn?
WIai idca is iIis auiIor using in Icr or
Iis iIinling? Is iIcrc a rollcn wiiI ii?
Questions that Probe Inferences
and Interpretations
WIai conclusions arc wc coning io aloui
_____?
On wIai infornaiion arc wc lasing iIis
conclusion?
Is iIcrc a norc logical infcrcncc wc nigIi
nalc in iIis siiuaiion?
How arc you inicrrciing Icr lcIavior? Is
iIcrc anoiIcr ossillc inicrrciaiion?
WIai do you iIinl of _____?
How did you rcacI iIai conclusion?
Civcn all iIc facis, wIai is iIc lcsi
ossillc conclusion?
How sIall wc inicrrci iIcsc daia?
Questions for Socratic Dialogue, cont.
Critical Thinking Handbook: K3
288
Clarity
Understandable, the meaning can be grasped
Could you claloraic furiIcr? Could you givc nc an
canlc? Could you illusiraic wIai you ncan?
Accuracy
Free from errors or distortions, true
How could wc cIccl on iIai? How c ould wc fnd oui if
iIai is iruc? How could wc vcrify or icsi iIai?
Precision
Exact to the necessary level of detail
Could you lc norc sccifc? Could you givc nc norc
dciails? Could you lc norc caci?
Relevance
Relating to the matter at hand
How docs iIai rclaic io iIc rollcn? How docs iIai lcar
on iIc qucsiion? How docs iIai Icl us wiiI iIc issuc?
Depth
Containing complexities and multiple
interrelationships
WIai faciors nalc iIis a diffculi rollcn? WIai arc
sonc of iIc conlciiics of iIis qucsiion? WIai arc
sonc of iIc diffculiics wc nccd io dcal wiiI?
Breadth
Encompassing multiple viewpoints
Do wc nccd io lool ai iIis fron anoiIcr crscciivc?
Do wc nccd io considcr anoiIcr oini of vicw? Do wc
nccd io lool ai iIis in oiIcr ways?
Logic
The parts make sense together, no contradictions
Docs all iIis nalc scnsc iogciIcr? Docs your frsi
aragraI fi in wiiI your lasi? Docs wIai you say
follow fron iIc cvidcncc?
Signifcance
Focusing on the important, not trivial
Is iIis iIc nosi inoriani rollcn io considcr? Is iIis
iIc ccniral idca io focus on? WIicI of iIcsc facis arc
nosi inoriani?
Fairness
Justiable, not self-serving or one-sided
Do I Iavc any vcsicd inicrcsi in iIis issuc? An I
synaiIciically rcrcscniing iIc vicwoinis of oiIcrs?
Taken from The Thinkers Guide to Analytic Thinking, pages 8-9
To Evaluate Thinking
We Must Apply Intellectual Standards
to the Elements of Thought
Critical Thinking Handbook: K3
290
Clarity
Accuracy
Relevance
Logicalness
Breadth
Precision
Signicance
Completeness
Fairness
Depth
THE STANDARDS
Purposes
Questions
Points of view
Information
Inferences
Concepts
Implications
Assumptions
THE ELEMENTS
Intellectual Humility
Intellectual Autonomy
Intellectual Integrity
Intellectual Courage
Intellectual Perseverance
Condence in Reason
Intellectual Empathy
Fairmindedness
INTELLECTUAL TRAITS
As we
learn
to develop
Must be
applied
to
Taken from The Miniature Guide to Critical Thinking Concepts and Tools, page 19
Critical Thinkers Routinely
Apply the Intellectual Standards
to the Elements of Reasoning
291
Diagrams for Understanding Critical Thinking
Essential Intellectual Traits
Intellectual Humility .............................................................................. vs Intellectual Arrogance
Having a consciousness of the limits of ones knowledge, including a sensitivity to circumstances
in which ones native egocentrism is likely to function self-deceptively; sensitivity to bias,
prejudice and limitations of ones viewpoint. Intellectual humility depends on recognizing
that one should not claim more than one actually knows. It does not imply spinelessness or
submissiveness. It implies the lack of intellectual pretentiousness, boastfulness, or conceit,
combined with insight into the logical foundations, or lack of such foundations, of ones beliefs.
Intellectual Courage ............................................................................... vs Intellectual Cowardice
Having a consciousness of the need to face and fairly address ideas, beliefs or viewpoints toward
which we have strong negative emotions and to which we have not given a serious hearing.
This courage is connected with the recognition that ideas considered dangerous or absurd are
sometimes rationally justied (in whole or in part) and that conclusions and beliefs inculcated
in us are sometimes false or misleading. To determine for ourselves which is which, we must
not passively and uncritically accept what we have learned. Intellectual courage comes into
play here, because inevitably we will come to see some truth in some ideas considered dangerous
and absurd, and distortion or falsity in some ideas strongly held in our social group. We need
courage to be true to our own thinking in such circumstances. The penalties for nonconformity
can be severe.
Intellectual Empathy ................................................................vs Intellectual Narrow-mindedness
Having a consciousness of the need to imaginatively put oneself in the place of others in order
to genuinely understand them, which requires the consciousness of our egocentric tendency
to identify truth with our immediate perceptions of long-standing thought or belief. This trait
correlates with the ability to reconstruct accurately the viewpoints and reasoning of others and
to reason from premises, assumptions, and ideas other than our own. This trait also correlates
with the willingness to remember occasions when we were wrong in the past despite an intense
conviction that we were right, and with the ability to imagine our being similarly deceived in a
case-at-hand.
Intellectual Autonomy ......................................................................... vs Intellectual Conformity
Having rational control of ones beliefs, values, and inferences. The ideal of critical thinking
is to learn to think for oneself, to gain command over ones thought processes. It entails a
commitment to analyzing and evaluating beliefs on the basis of reason and evidence, to question
when it is rational to question, to believe when it is rational to believe, and to conform when it is
rational to conform.
Intellectual Integrity ............................................................................ vs Intellectual Hypocrisy
Recognition of the need to be true to ones own thinking; to be consistent in the intellectual
standards one applies; to hold ones self to the same rigorous standards of evidence and proof
to which one holds ones antagonists; to practice what one advocates for others; and to honestly
admit discrepancies and inconsistencies in ones own thought and action.
Continued on page 292
Taken from The Miniature Guide to Critical Thinking Concepts and Tools, pages 14-15
Critical Thinking Handbook: K3
292
Intellectual Perseverance .......................................................................... vs Intellectual Laziness
Having a consciousness of the need to use intellectual insights and truths in spite of difculties,
obstacles, and frustrations; rm adherence to rational principles despite the irrational opposition
of others; a sense of the need to struggle with confusion and unsettled questions over an
extended period of time to achieve deeper understanding or insight.
Condence In Reason ........................................................... vs Distrust of Reason and Evidence
Condence that, in the long run, ones own higher interests and those of humankind at large will
be best served by giving the freest play to reason, by encouraging people to come to their own
conclusions by developing their own rational faculties; faith that, with proper encouragement
and cultivation, people can learn to think for themselves, to form rational viewpoints, draw
reasonable conclusions, think coherently and logically, persuade each other by reason and
become reasonable persons, despite the deep-seated obstacles in the native character of the
human mind and in society as we know it.
Fairmindedness ................................................................................... vs Intellectual Unfairness
Having a consciousness of the need to treat all viewpoints alike, without reference to ones own
feelings or vested interests, or the feelings or vested interests of ones friends, community or
nation; implies adherence to intellectual standards without reference to ones own advantage or
the advantage of ones group.
Essential Intellectual Traits, cont.
Critical Thinking Handbook: K3
294
Three Forms of Criticality
Uncriticality
The Intellectually
Naive


The mind wrongly
experiences itself
as rational and
reasonable when,
in fact, it is not.


Lacking critical
thinking skills, the
mind is easily
manipulated by those
more intellectually
sophisticated.
The state of mind is
that of complacency,
arrogance and
self delusion.


Intellectually
Unskilled
Sophistic Criticality

The Intellectually
Clever


The mind akin to
that of ancient Greek
teachers (sophists)
who claimed they
could persuade
anyone of anything.




The arts of
argumentation and
manipulation in the
pursuit of power,
wealth and privilege.


The state of mind is
that of orchestrated
persuasion.



Intellectually Skilled
but lacking
Intellectual Traits
Socratic Criticality

The Intellectually
Just


The mind disciplined
to recognize the extent
of its ignorance.
Those who openmindedly
seek the truth, even
when it conicts with
their interests.



The art of reasoning
within multiple,
divergent points of
view. Able to judge
fairly those who
disagree with them.

The state of mind
is that of fair and
objective analysis
and evaluation
of thought.



Intellectually Skilled
while embodying
Intellectual Traits
295
Critical Thinking

Weak Sense


Partial
Prejudiced
One-sided
Egocentric
Sociocentric
Intellectually Limited
Parochial
Selsh

Intellectual ability primarily in
the service of ones selsh interest
or advantage (or the interest and
advantage of ones group, religion,
culture, nation, gender, ).

A pronounced disposition to view
events or phenomena as they relate
to ones vested interest and, thus,
to judge things in the light of ones
feelings, prejudices, opinions,
or the like


and to do so in a clever, effective
way showing a high degree of
practical intelligence and skill
in contrivance often mentally
quick, cunning, shrewd; skilled in
manipulating the unsophisticated
and vulnerable.
Strong Sense


Impartial
Unprejudiced
Multi-sided
Empathic
Non-Parochial
Intellectually Unlimited
Fairminded


Intellectual ability in the service
of objective, dispassionate truth;
ability and disposition to approach
all views empathically, without
vested interest or favoritism.

A commitment to view events or
phenomena as separate from ones
self and, thus, to be judged as
they are, without reference to
ones personal feelings, prejudices,
opinions or the like


and to do so in ways that go
beyond nesse, beyond clever
argument, emotional appeals,
beyond smooth, seductive and
beguiling uses of language;
committed to the fair treatment of
all, especially the unsophisticated
and vulnerable.
Diagrams for Understanding Critical Thinking
Strong and Weak Sense
Critical Thinking Handbook: K3
296
Critical Thinking, Content,
and Student Thinking
Each Has Its Own Logic: Each Must Interconnect
The Logic
of Critical
Thinking
The Logic
of
Content
The Logic
of Student
Thinking
297
enables the
development of
presupposes





- IogicaIness
- dependabiIiIy
- perseverance
- sysIemaIiciIy
- skiIIIuIness
- reasonabiIiIy

Diagrams for Understanding Critical Thinking
Intellectual Discipline
Requires and Presupposes Intellectual Self-Command
Can Be Fostered in Teaching and Learning
INTELLECTUAL
DISCIPLINE

The ability to
reason and
understand the
power of thought


The ability to use
the intellect to
deliberate and
judge effectively.


To teach for intellectual
discipline is to cultivate
intellectual self- command.


You should design activities and
assignments so that students
use a robust framework of
thought to analyze, assess
and reconstruct some given
manifestation of thought.

Students should come to see
critical thinking as a
higher order thought requiring
self-command.
INTELLECTUAL
SELF- COMMAND

In critical thinking, not only do
you reason, you also

reason about your reason.

This requires a framework, a
vocabulary for talking your
way into the nature and forms
of reason.


A framework for critical
thinking should enable you
to be explicit about your
intellectual activity.


It should also enable you to
reason about your reasoning
in a systematic, Socratic, and
comprehensive way.


This includes developing an
ongoing personal narrative
focused on cultivating
intellectual self-command.
Critical Thinking Handbook: K3
424
References
1. Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World Published
by the Center for Critical Thinking and Moral Critique, Rohnert Park, CA, 1990.
2. Critical Thinking Handbook: 4th-6th Grades, A Guide to Remodelling Lesson Plans in
Language Arts, Social Studies, and Science Co-authors: A.J.A. Binker, and Karen Jensen.
Published by the Foundation for Critical Thinking, 1987.
3. Critical Thinking Handbook: 6th-9th Grades, Co-authors A.J.A. Binker, Douglas Martin, Chris
Vetrano, and Heidi Kreklau. Center for Critical Thinking and Moral Critique, Rohnert Park, CA,
1989.
4. Critical Thinking Handbook: High School, Co-authors: A.J.A. Binker, Douglas Martin, and Ken
Adamson. Center for Critical Thinking and Moral Critique, Rohnert Park, CA, 1989.
5. Critical Thinking: Fundamental to Education for a Free Society, Educational Leadership,
September 1984, Ronald Brandt, editor.
6. Dialogical Thinking: Critical Thought Essential to the Acquisition of Rational Knowledge
and Passion Teaching Thinking Skills: Theory and Practice, by W. H. Freeman & Company,
Publishers, Joan Baron and Robert Steinberg, editors, 1987.
7. The Critical Thinking Movement in Historical Perspective National Forum, Winter 1985,
Stephen White, editor.
8. Ethics Without Indoctrination, Educational Leadership, May 1988, Ronald Brandt, editor.
Appendix
425
Why A Critical Thinking Mini-Guide For Children?
From a young age, children are capable of
learning some of the foundational critical
thinking concepts and skills. Though
they are largely egocentric, children can
nevertheless begin to think about how
their behavior afects other people. They
can begin to take thinking apart (to focus,
for example, on purpose, questions,
information, inferences, in thinking). They
can begin to apply intellectual standards
to their thinking (such as clarity, accuracy,
relevance and logicalness). They can begin
to develop intellectual virtues (such as
intellectual perseverance, intellectual
humility, and intellectual integrity).
The Miniature Guide to Critical Thinking for
Children introduces children to some of the
most basic concepts in critical thinking,
making these concepts accessible to them
through simplifed language.
The simplest way to use the guide is to
foster student questioning using the model
questions throughout the guide. If teachers
routinely ask these questions of their
children and regularly encourage children to
ask these questions of their classmates, they
will be pleased with the results. Thinking
is question-driven. When children have
no questions, they have no motivation
to learn, to inquire, to discover. When
teachers regularly focus on the questions
in The Miniature Guide to Critical Thinking
for Children, students learn to formulate
questions that improve their learning.
Teachers who use the guide may also be
interested in obtaining its accompanying
Teachers Manual. The manual provides
suggestions for using The Miniature Guide
to Critical Thinking for Children and for
teaching basic critical thinking concepts. It
also contains "Think for Yourself" activities
for children to help them internalize critical
thinking ideas.
Companions to this mini-guide are 1) the set
of masks of Fairminded Fran, Selfsh Sam and
Naive Nancy and 2) a childrens book that
introduces the concepts of fairmindedness
and selfshness.
Critical Thinking for Children
Te essence of critical thinking concepts and tools written in
language accessible to children. Tis mini-guide is designed for
K6 classroom use. It explains basic critical thinking principles
to children using cartoon characters. It focuses on the concepts of
fairmindedness and selfshness, the elements of reasoning,
intellectual standards, and intellectual virtues.
Author: Dr. Linda Elder
Publisher: Foundation for Critical Tinking
Copyright: 2006
Pages: 24
Dimensions: 4 1/4 x 5 1/2
ISBN (10 Digit): 0-944583-29-6
ISBN (13 Digit): 978-0-944583-29-6
$5.00
Item #540M
Reviews
I did not formally assess your materials, however, I thought you might
be interested to know that I did take them to my critical thinking
class. It is an MA class and most of the students are teachers. At the
time we had already covered the elements and standards in the
class and we had done quite a few activities with them. We were
using the text, Critical Thinking: How to Prepare Students for a Rapidly
Changing World. The students were extremely enthusiastic about
the following: Critical Thinking for Children, Critical Thinking, and How
to Study and Learn, in that order. One of my students was especially
enthusiastic about Critical Thinking for Children and plans to base
her whole curriculum on it. She teaches 4th and 5th grades and will
probably have 5th grade next year. She has already prepared posters
with all elements, standards and character traits. She has an initial
plan of how she will introduce and reinforce the concepts (through
literature) and she will detail and fnalize these plans this quarter as
her "practicum project". Her fnal product will be a curriculum for
introducing and reinforcing the concepts of the dimensions of critical
thinking. She said that it wasnt until she saw the "Critical Thinking
for Children" publication that she could conceive of how to teach the
information to her students.
Suzanne Borman
American International University
The Miniature Guide to Critical Thinking for Children is a small booklet
that introduces young (K-6) children to the basic concepts of critical
thinking. Using three generalized characterizations of kinds of
thinkers, the booklet includes such topics as intellectual standards of
thinking, inferences, and assumptions. The information is provided in
clear, simple language with black-and-white illustrations.
The Companion DVD contains a brief introduction and three
segments, each approximately fve minutes long: "Standards of
Thinking" explains such guidelines as "Be clear" and "Be logical."
"The Parts of Thinking" includes components such as questions
and assumptions. "Intellectual Virtues" discusses such qualities as
integrity and perseverance.
In the spirit of "Fairminded Fran," I must say that I think the
information provided in these materials is worthwhile, well
organized, and visually appealing. Training our minds toward
intellectual rigor is a worthwhile endeavor.
Product review by Nancy Casari Dayton, The Old Schoolhouse
Magazine, LLC, December 2009
Critical Thinking Handbook: K3
426
Teachers Handbook for
Childrens Mini-guide
Authors: Suzanne Borman and Joel Levine
Edited and Developed by: Dr. Linda Elder
Publisher: Foundation for Critical Tinking
Copyright: 2010
Pages: 72
Dimensions: 8 1/2" x 11"
ISBN (13 Digit): 978-0-944583-43-2
INCLUDES THE MINIATURE GUIDE TO CRITICAL THINKING FOR CHILDREN
We recommend that this handbook be used in conjunction with the
Teachers Manual for Childrens Mini-guide.
$16.95
Item #574M
Teachers Manual for childrens mini-guide
One of our most popular K-3 publications, this Teachers Manual provides
teachers with instructional strategies for using Te Miniature Guide to Critical
Tinking for Children. It includes the following:
Te Miniature Guide to Critical Tinking for Children, a resource that briefy
introduces teachers to the critical thinking concepts and theory they need to
efectively teach children to improve their thinking and learning.
Suggestions for using Te Miniature Guide to Critical Tinking for Children and
teaching basic critical thinking concepts.
Tink for Yourself" (TFY) activities for children which help them internalize
critical thinking concepts.
Author: Dr. Linda Elder
Publisher: Foundation for Critical Tinking
Pages: 61
Dimensions: 8 1/2 x 11
$14.95
Item #541M
To Order Any Education Items go online to www.criticalthinking.org
Tis handbook is designed for teachers who want to foster
fairminded critical thinking in instruction. Te ideas in this
handbook should not be considered an add on," another
set of procedures and activities to do in the classroom. In
other words, the ideas, concepts, and strategies presented
in this Handbook are not something you add to your
curriculum. Rather, they provide you and your students
with intellectual tools that apply to the learning of all
academic subjects. Tey apply to all learning activities.
Once you have grasped the theory of critical thinking,
you will fnd that it is relevant to everything you do in
the classroomto all of your content and instructional
activities, and to all classroom management issues and
student interactions. Te intellectual tools to which you
will be introduced in this Handbook come from the work
of Richard Paul and Linda Elder and are designed to foster
fairminded critical thinking. Tis Handbook is designed to
be used in conjunction with Te Miniature Guide to Critical
Tinking for Children (Elder, 2006).
When internalized, the intellectual tools which are the
focus of this Handbook and the strategies for using them
will afect how you approach your content and how you
help students think within the content. When you teach
using these intellectual tools, your students will learn how
to identify the purpose of the content they are studying.
Tey will learn to raise relevant questions, fnd and interpret
signifcant information, understand key concepts, evaluate
underlying assumptions, consider logical implications and
practical consequences, and look at issues and situations
from diferent points of view.
Te lessons in this Handbook have been developed
primarily through the work of Drs. Levin and Borman with
elementary school students in classes where their focus was
on helping teachers of these students foster critical thinking.