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My mind went back to the subway express as quicker than the elevated; furthermore, I remembered that it went nearer than the elevated to the part of 124th Street I wished to reach, so that time would be saved at the end of the journey.I concluded in favor of the subway, and reached my destination by one o’clock.” (Dewey 1910: 68-69; 1933: 91-92) : “Projecting nearly horizontally from the upper deck of the ferryboat on which I daily cross the river is a long white pole, having a gilded ball at its tip.
Bloom’s influential taxonomy of cognitive educational objectives (Bloom et al. Ennis (1962) proposed 12 aspects of critical thinking as a basis for research on the teaching and evaluation of critical thinking ability.
Since 1980, an annual international conference in California on critical thinking and educational reform has attracted tens of thousands of educators from all levels of education and from many parts of the world.
“I then tried to imagine all possible purposes of the pole, and to consider for which of these it was best suited: (a) Possibly it was an ornament.
But as all the ferryboats and even the tugboats carried poles, this hypothesis was rejected.
Morevoer, the pilot being near the front of the boat, he would need some such guide as to its direction. This hypothesis was so much more probable than the others that I accepted it. It expands by increase of heat, or by decrease of pressure, or both.
I formed the conclusion that the pole was set up for the purpose of showing the pilot the direction in which the boat pointed, to enable him to steer correctly.” (Dewey 1910: 69-70; 1933: 92-93) : “In washing tumblers in hot soapsuds and placing them mouth downward on a plate, bubbles appeared on the outside of the mouth of the tumblers and then went inside. The presence of bubbles suggests air, which I note must come from inside the tumbler. Could the air have become heated after the tumbler was taken from the hot suds?
Dewey (1910: 68–71; 1933: 91–94) takes as paradigms of reflective thinking three class papers of students in which they describe their thinking.
The examples range from the everyday to the scientific.
Critical thinking is a widely accepted educational goal.
Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal.