{"id":{"repo_id":"unlv","oai_identifier":"oai:oasis.library.unlv.edu:rtds-1097"},"canonical_url":"https://search.dev.ndltd.org/etd/unlv/oai:oasis.library.unlv.edu:rtds-1097","repository":{"repo_id":"unlv","name":"University of Nevada - Las Vegas","base_url":"https://oasis.library.unlv.edu/do/oai/"},"display":{"title":"Critical thinking in education: What can the matter be?","abstract":"The paper presents expert commentary on this issue, where informal logic and philosophy are found to be the favored approaches to the teaching of critical thinking, followed by the interpretation and evaluation of the two major types of programs used to teach critical thinking skills; Lipman's Philosophy for Children program is explained as a specific class intended to teach children to reason by means of a dialogical, philosophical approach; Thoughtful teaching or the across-the-curriculum approach will be explained as to its basic parts, which are a selection of skills and a teaching method to introduce them. There is no universally accepted way of doing this plan, but Richard Paul's successful approach is presented; The history of the Clark County School District (CCSD)'s critical thinking plan is detailed, followed by an analysis of its current status and contents. The CCSD Teaching Strategies for Thinking manual is evaluated. (Abstract shortened with permission of author.).","abstract_html":"The paper presents expert commentary on this issue, where informal logic and philosophy are found to be the favored approaches to the teaching of critical thinking, followed by the interpretation and evaluation of the two major types of programs used to teach critical thinking skills; Lipman's Philosophy for Children program is explained as a specific class intended to teach children to reason by means of a dialogical, philosophical approach; Thoughtful teaching or the across-the-curriculum approach will be explained as to its basic parts, which are a selection of skills and a teaching method to introduce them. There is no universally accepted way of doing this plan, but Richard Paul's successful approach is presented; The history of the Clark County School District (CCSD)'s critical thinking plan is detailed, followed by an analysis of its current status and contents. 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There is no universally accepted way of doing this plan, but Richard Paul's successful approach is presented; The history of the Clark County School District (CCSD)'s critical thinking plan is detailed, followed by an analysis of its current status and contents. The CCSD Teaching Strategies for Thinking manual is evaluated. (Abstract shortened with permission of author.)."],"dc:format":["pdf"],"dc:identifier":["10.25669/kvnt-linm","https://oasis.library.unlv.edu/rtds/98","https://oasis.library.unlv.edu/context/rtds/article/1097/viewcontent/uc.pdf"],"dc:language":["English"],"dc:publisher":["University of Nevada, Las Vegas"],"dc:rights":["IN COPYRIGHT. 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