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1、byRichardPaulExtensivereadingUnit2Book2Critical ThinkingLearning objectivesInthisunityouwill:understandwhatiscriticalthinkinglearnhowtothinkcriticallylearnhowtodealwithsynonymsandantonymstakeatestonfastreadinglearnsome“happyaccidents”inthehistoryofscientificinquiryUnit overviewPre-readingdiscussionB
2、ackgroundinformationTextanalysisPost-readingdiscussionNotestothetextExercisesReadingskills1.Whatdoyouthinkiscriticalthinking?2.Doweneedcriticalthinking?Pre-reading discussionBackground informationRichard PaulAs Director of Research andProfessional Development attheCenterforCriticalThinkingand Chair
3、of the NationalCouncilforExcellenceinCriticalThinking,Dr.Paulisaninternationallyrecognizedauthority on critical thinking,witheightbooksandover200articlesonthesubject.Richard PaulThe text is an excerptfromhiskeynoteaddressatthe27thAnnualInternational ConferenceonCriticalThinking(July23-26,2007)国际批判性思
4、维年会国际批判性思维年会Text analysisDetermining the main ideaThemainpurposeofPaulsspeechisto_.a.showtheimportanceofanddifficultiesforcriticalthinkingb.stresstherightwaytounderstandcriticalthinkingc.criticizethosewhodonotthinkcriticallyd.definecriticalthinkinganditsrelevancetousWhile-reading questions1.Howmanyp
5、artscanthetextbedividedinto?Whatsthemainideaofeachpart?2.Whatarethedefinitionsofcriticalthinking?3.Whatisthetaskforusaccordingtothewriter?Why?4.Whatarethebarrierstocriticalthinking?Howtoovercomethem?5.What are the standards to assess criticalthinking?6.Whatconclusioncanbedrawnfromthetext?Why?Text st
6、ructureParts Contents Main ideas112Introduction:Definitionsofcriticalthinking237Ourtask:Developingacriticalsociety3815Developingacriticalsociety:Barriersandstandardsofassessment41617Conclusion:Weneedcriticalthinking.Part 1 Introduction: Definitions of critical thinkingWhatarethedefinitionsofcritical
7、thinking?Itisasystemforopeningeveryexistingsystem.It is thinking that analyzes, assesses andtransformsthoughtforthebetter.It is thinking about thinking while thinking inordertothinkbetter.Part 2 Our task: developing a critical societyWhat is the task for us according to the writer?Why?Ourtaskistodev
8、elopacriticalsociety,thatis,asocietyinwhichcriticalthinkingisamajorsocialvalue.Part 2 Our task: developing a critical societyWhat is the task for us according to the writer?Why?Reasons:Currentsituation:Everyone thinks, but not everyone thinks abouttheirthinking.Part 2 Our task: developing a critical
9、 societyWhat is the task for us according to the writer?Why?Reasons:CurrentsituationImportanceofcriticalthinking:Critical thinking can enable a thinker to thinkregularlyatahigherlevelthanmostpeoplearecapableofthinking,i.e.,itcanmakeyourthinkmoresystematicallyandmorecomprehensively.e.g.Weneedtothinkb
10、eyondculturesbecauseourthinkingisboundbyaculture.Part 2 Our task: developing a critical societyWhat is the task for us according to the writer?Why?Reasons:CurrentsituationImportanceofcriticalthinkingOur future is dependent on whether we canraise our collective thinking so as to producepositivechange
11、sinsocietiesacrosstheworld.Importanceofacriticalsociety:Acriticalsocietywouldtransformeverydimensionoflifeandpractice.Part 3 Developing a critical society: Barriers and standards of assessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Whatarethestandardstoassesscriticalthinking?Part 3 De
12、veloping a critical society: Barriers and standards of assessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?BarriersHumanegocentricity,ourtendencytothinkwithourselvesatthecenteroftheworldSociocentricity,ourtendencytothinkwithintheconfinesofoursocialgroupsSelf-delusion,ourtendencytocreate
13、picturesoftheworldthatdeceiveusandothersPart 3 Developing a critical society: Barriers and standards of assessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?BarriersHumanegocentricitySociocentricitySelf-delusionNarrow-mindedness, the fact that we arenarrowandlimitedFear, which undermines
14、 thinking, drives us tothe lowest levels of thought, and makes usdefensivePart 3 Developing a critical society: Barriers and standards of assessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Barriershumaninsecurityhumanhabits,ourtendenciestobedominatedby the same old patterns of thought
15、andbehavior; our inability to target our negativehabitsandreplacethemwithpositivehabitsordinary routine, which prevents us to makechangesPart 3 Developing a critical society: Barriers and standards of assessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Barriershumaninsecurityhumanhabits
16、ordinaryroutinebureaucracy, which we create to monitor andtestand control and limit and sanction, order,defineourbehaviorandourthoughtsPart 3 Developing a critical society: Barriers and standards of assessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Barriershumaninsecurityhumanhabitsor
17、dinaryroutinebureaucracystudentresistancetocriticalthinking,becausecriticalthinkingasksstudentstolearninanewwaythatisnotcomfortabletothemPart 3 Developing a critical society: Barriers and standards of assessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Solution:Weneedhundredsofmillionso
18、fpeopletolearntotakeandinternalizethefoundationsofcriticalthought. can be done only person-by-person throughintellectualwork.Part 3 Developing a critical society: Barriers and standards of assessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Solution:Weneedtoaskcrucialquestionsthatembody
19、theelementsinveryimportantwayse.g.WhatIsHistorybyCarr:Thereisnolongersuchathingas“ourhistory”,thereareonly“histories”.Were not historians, but we are all historicalthinkersandweallhaveahistory.Part 3 Developing a critical society: Barriers and standards of assessmentWhatarethestandardstoassesscritic
20、althinking?clarity, accuracy, precision, relevance, depth,breadth,logicandfairnessReasons:Critical thinking is a way of teaching, a way oflearning,awayofbeingintheworldinwhichthethinkerself-monitorsandself-assesses.e.g. study on unnecessary deaths due to thefailureofmedicalpractitionerstodowhatiscal
21、ledforinstandardpracticePart 3 Developing a critical society: Barriers and standards of assessmentWhatarethestandardstoassesscriticalthinking?clarity, accuracy, precision, relevance, depth,breadth,logicandfairnessReasons:Somewherearound50,000peopledieeveryyearbecause of the way we have educated medi
22、calpractitioners.Theyarenotlearningtothinkcriticallyaboutwhattheyredoing.Theyareoversimplifying,jumpingtoconclusions,makingfaultyinferences,misconceptualizing,etc.Part 4 Conclusion: We need critical thinking.What conclusion can be drawn from the text?Why?Weneedcriticalthinking.ReasonsTheworldweareli
23、vinginisnotonlyaworldofaccelerated change, but also a world ofintensifyingcomplexity,andofincreasingdanger.Ifourstudentsarenotlearningtothinkcritically,howaretheygoingtoknowhowtochangetheirthinking in keeping with the changes of theworld?Notes to the textenlightening Line 2adjectivegiving someone mo
24、re knowledge and greaterunderstandingaboutsomething有启发作用的，使人领悟的有启发作用的，使人领悟的e.g.The arguments set forth in the articles are very interesting and enlightening. Herculean Para. 7, Line 1adjectiveneedinggreatstrengthordetermination艰巨的艰巨的Hercules:inancientRomanstories,aheroknownforhisverygreatstrengthand
25、 for performing twelve verydifficultanddangerousjobsknownastheLaboursofHercules大力神赫拉克勒斯大力神赫拉克勒斯pointedly Para. 7, Line 3adverbin such a manner as to make something clearlyevident强调地，明确地强调地，明确地e.g.The demand for an apology was pointedly refused.William Graham Sumner (18401910) Para. 7, Line 3Sumner a
26、 classical liberalAmericansocialscientistwith numerous books andessaysonAmericanhistory,economic history, politicaltheory,sociology,andanthropology.索索姆姆奈奈，美美国国社社会会学学家家和和经经济济学学家家，社社会会达达尔尔文文主主义义的的主要代表人物之一。主要代表人物之一。William Graham Sumner (18401910) Para. 7, Line 3Folkways: A Study of theSociological Imp
27、ortance ofUsages, Manners, Customs,Mores,andMorals民民俗俗论论，美美国国社社会会学学家家萨萨姆姆纳纳的的主主要要著著作作。发发表表于于1906年。年。书书中中讨讨论论了了民民俗俗与与民民德德的的性性质质、起起源源及及其其对对人人类类社社会会进进化化的的意意义。义。seminal Para. 7, Line 4adjectiveformal a seminal article, book etc is important, andinfluencesthewaythingsdevelopinthefuture(书书、作作品品等等在在某某一一领领域
28、域)有有重重大大影影响响的的，影影响响深深远远的的e.g.Her theories were seminal for educational reform. Edward Hallett Carr (18921982) Para. 12, Line 1anEnglishhistorian,diplomat, journalist andinternationalrelationstheorist,andanopponent of empiricismwithinhistoriography爱德华爱德华霍列特霍列特卡尔卡尔英英国国历历史史学学家家，专专长长国国际关系史和苏联史际关系史和苏联史Ed
29、ward Hallett Carr (18921982) Para. 12, Line 1Carrwasbestknownforhis14-volume workonSoviethistoryentitledAHistoryofSovietRussia(苏苏维维埃埃俄俄国国史史), in which he provided anaccountofSoviethistoryfrom1917to1929,forhiswritingsoninternationalrelations,particularlyTheTwentyYearsCrisis(二二十十年年危危机机),andforhisbook
30、What Is History? (历历史史是是什什么么？), inwhich he laid out historiographical principlesrejectingtraditionalhistoricalmethodsandpractices.What Is History?FirstpublishedbyCambridgeUniversityPressin1961,itdiscusseshistory,facts,thebiasofhistorians,science,morality,individualsandsociety,andmoraljudgementsinhis
31、tory.value judgment Para. 12, Line 5an opinion about something based on yourprinciplesandbeliefsandnotonfactswhichcanbecheckedorproved（根据个人观念而非事实作出的）价值判断（根据个人观念而非事实作出的）价值判断 e.g. Ones value judgment influences his learning interest and attitude. the American Medical Association Para. 15, Line 1Founde
32、din1847andincorporatedin1897,AMAisthelargestassociationofphysiciansandmedicalstudentsintheUnitedStates.美美国国医医学学会会是是世世界界上上三三大大医医学学会会之之一一，拥拥有有会会员员30多万名，在医学领域拥有很高的地位。多万名，在医学领域拥有很高的地位。the American Medical Association Para. 15, Line 1TheAssociationalsopublishestheJournaloftheAmericanMedicalAssociation(JA
33、MA),whichhasthe largest circulation of any weekly medicaljournalintheworld.美美国国医医学学会会杂杂志志是是由由美美国国医医学学会会主主办办的的一一种种综综合合性性临临床床医医学学杂杂志志，创创刊刊于于1883年年，是是国国际际上上公公认认的四大医刊之一。的四大医刊之一。malpractice Para. 15, Line 6uncountableandcountablelawwhen a professional person makes a mistake ordoesnotdotheirjobproperlyand
34、canbepunishedbyacourt渎职，营私舞弊，玩忽职守渎职，营私舞弊，玩忽职守e.g. He is currently standing trial for alleged malpractices. Post-reading discussionWhy is critical thinking important in collegeeducationandindailylife?Reading skillsDealingwithSynonyms&AntonymsSynonyms:wordsthataregenerallysimilarinmeaningAntonyms:word
35、sthatareoppositeinmeaningDealingwithSynonyms&AntonymsValue:Theygiveusavarietyofwordsforustochoosefromsoastospeakorwriteinaclearerandmoreinterestingway.Inreading,theyareequallyvaluable.Aswelearnmoresynonymsandantonymsforaword,wegaina richer and deeper understanding of the thingsthewordstandsfor.There
36、fore,knowingsynonymsand antonyms is very important in using contextclues.Methods to deal with synonyms and antonymsCheckthedictionaryforsynonymsandantonymsofawordandtheirvariousshadesofmeaning.Choose the shade of meaning that best fits thecontext.Methods to deal with synonyms and antonymsLearnsomeof
37、ten-usedsynonymsandantonymsbyheart.There are too many English words that havesynonymsandantonyms.Ifyoukeepstoppingfordictionaryworkorcontextanalysis,youwillbreak your chain ofthought and cutdown onyourreadingspeedandcomprehension.Thus,youneedacore,thatis,abasicsetofwordsforyoutoworkwith.Word Synonym
38、sAntonymslanguid weak, spiritless, listlessenergetic, active, livelydisparate different, dissimilar, distinctsimilar, equivalent, sametacitimplied, implicit, indirectdirect, obvious, explicit gauntbony; dreary, grimfat, fleshy; populatedfaultyimperfect, defective perfect, flawless, intactlegallawful
39、, legitimate, licit illegal, illegitimate, unlawfulPractice 1Word SynonymsAntonymsalacritywillingness, eagerness; quicknessunwillingness, slowness, dullnessbriefsuccinct, concise, short long, lengthy, wordyserioussolemn, grave, grimcheerful, flippant, frivolousnoisyblatant, blusterous, chatteringqui
40、et, silent, stillblamecharge, condemn, criticize praise, glorifyincessantceaseless, continuous, endlessintermittent, occasionalPractice 1Practice 2Here are some words to learn synonyms and antonyms for. They will give you a core you can add to as you read. Use the dictionary to find synonyms and ant
41、onyms for each word.abstruseauspiciousauthenticbanalbountifulconcurcontiguouscopiouscurtaildiscernibleefficaciouselucidateequivocal eruditefacetiousfiniteglibgulliblehinderincessantinimicallaconiclucidmeticulousmomentousofficiouspaucitypervadeplausiblepragmaticprolificsagacioussalienttenaciousunwittingwaryzealousExercises ComprehendingthetextA.dB.15bddbd610dbdadC.15abadd610caaccFastreading15bbcad610bbbdd1115cdddaHomereading15abadc610adbcd个人观点供参考，欢迎讨论
