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The assignment is this: find something in psychology that you think is problematic. This may be a theory or concept, a research finding, a methodology or practice, or any other issue relevant to the current state of affairs in psychology . Write a paper explaining this topic and what the problems are with it. Do not produce a simple opinion piece: Provide citations to back up your reasoning. Support your argument with evidence and clear reasoning. You must use APA formatting rules as appropriate. Remember, the APA Publication Manual, 7th edition, is the only authoritative reference on APA style. There is no length requirement - in science we write until we have completed making the point; page limits are arbitrary and meaningless. Tips: start with a statement in your opening paragraph that clearly describes the area of interest and the problem you have identified. Spend some time providing a descriptive background of the area of interest before detailing the problem and evidence. In addition to supporting your criticisms, provide solutions, whether it be a different theory, or a revision to research methodology or statistical analysis, or proposals for new experiments to be done. Regarding references and APA formatting: write your paper as if you were going to submit it to a journal for peer-review and publication. Journals would require APA styled title pages, abstracts, page and paragraph formatting, citations and references. Be sure your choice of references would pass peer review. You should only be citing sources like the ones you see cited in other peer-reviewed articles, namely primary sources. On Plagiarism : These papers will be submitted using the Turnitin tool built into webcourses. A similarity score will be calculated. See the Course Policy page for more information regarding course rules on what counts as plagiarism. Important: citing a source gives you license to describe the ideas and work performed by those authors. It does NOT give license to borrow or paraphrase their words. .

Education

On Plagiarism
: These papers will be submitted using the Turnitin tool built
into webcourses. A similarity score will be calculated. See the
Course Policy page for more information regarding course rules
on what counts as plagiarism. Important: citing a source gives
you license to describe the ideas and work performed by those
authors. It does NOT give license to borrow or paraphrase their
words.

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The Assignment (1-page): The Reading to use for both paragraphs is under the following paragraph. Write a short paragraph that would be considered an opinion. Write a second paragraph that would be considered a fact. Explain the differences between the two paragraphs. Explain how a reader would know if one statement is opinion and the other factual. Provide support in the research literature for the factual statement. Study Notes What Is Critical Thinking? By the Walden University Writing Center Staff Critical reading and critical thinking are intertwined; one cannot quite do one without the other. Kurland (2000) noted that critical reading is about discovering information whereas critical thinking is about evaluating it. Various authors have offered different definitions of the critical-thinking process. Among the most useful definitions is the one provided by Scriven and Paul, who defined it as: the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. (1987, para. 1) Another useful definition was provided by Elder (as cited in Critical Thinking Community, 2013), who defined it as “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities and a commitment to overcoming our native egocentrism and sociocentrism” (para. 4). Because graduate students are moving beyond being simply consumers of knowledge to learning how to make meaningful contributions to that knowledge, it is particularly important that they cultivate strong critical-thinking skills. Like critical reading, critical thinking is an active process, and with practice one can develop the skills needed to do it more effectively. According to Kurland (2000), there are six key characteristics of critical thinking: rationality, self-awareness, honesty, open-mindedness, discipline, and judgment. Rationality has to do with exercising good judgment based on logic, self-awareness with knowing one’s individuality, biases, and so forth; honesty has to do with integrity and being able to be truthful about one’s biases; open-mindedness is about being able to appreciate differing viewpoints; discipline is about being self-controlled and being objective; and judgment is about being able to form an opinion about something based on the information presented. Each of these characteristics can be develop.

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The article that you've requested, Critical Thinking from Encyclopedia of Educational Theory and Philosophy is from a title not available through this library. Here is the most similar article in your library's Credo subscription: Save Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Critical Thinking from Philosophy of Education: An Encyclopedia Critical thinking, though variously defined, refers to good thinking and is connected with rationality and the appeal to reason. Many theorists view critical thinking as central to the aims of education, and it has become the focus for an educational reform movement accompanied by curricular and pedagogical innovations and the development of teaching materials and evaluation procedures. Considerable philosophical debate has centered on how critical thinking should be conceptualized, and discussions regarding critical thinking raise and connect with fundamental issues regarding the nature and aims of education and the nature of rationality. Philosophers of education have traditionally viewed the fostering of good thinking as an aim of education, and the views of John Dewey, John Passmore, and Israel Scheffler are precursors to contemporary work on critical thinking. Contemporary interest in and debate about critical thinking was initiated largely by the work of Robert Ennis, in particular “A Concept of Critical Thinking” (1962), in which he put forward a detailed conception of critical thinking. Theorists working in the field of informal logic also contributed significantly to the development of critical thinking theory and practice. The approach that they have taken to critical thinking centers on argumentation. A recognition of the limitations of formal deductive logic has prompted them to focus on the interpretation, evaluation, and construction of arguments in natural language. The issue of how critical thinking should be conceptualized is a primary philosophical issue in this area. Although a variety of definitions and conceptualizations have been proposed, there are some common features that distinguish philosophical conceptions from more psychologically inspired accounts. All the main philosophical conceptions of critical thinking have as a central concept the idea of good reasons; they are, thus, explicitly normative. Psychological views, on the other hand, focus on the processes or mental operations involved in thinking. These views have been criticized by philosophers on a number of grounds. First, it is impossible to determine what mental operations correlate with particular cases of good thinking. Second, any particular operation can be performed critically or uncritically. What determines whether thinking is critical is the quality of the reasoning and not whether particular mental operations have been performed. All the main philosophical accounts of critical thinking depend, thus, on the concept of reason, and focus on the norms and standards of good thin.

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