Better critical thinking can transform your life and help you improve every decision you make! Now, in just 30 days, master specific, easy-to-learn critical thinking techniques that help you cut through lies, gain insight, and make smarter choices in every area of your life -- from work and money to intimate relationships. World-renowned critical thinking experts Dr. Linda Elder and Dr. Richard Paul show how to overcome poor thinking habits caused by self-delusion or out-of-control emotions... clarify what you really want... recognize what you don’t know… ask better questions... resist brainwashing, manipulation, and hypocrisy... critically evaluate what you’re told by advertisers, politicians, your boss, and even your family… avoid worrying, conformism, and blame. Every day, you'll focus on a specific thinking habit, mastering practical strategies for achieving results, tracking your progress, gaining confidence, and getting smarter! Expanded, improved, and easier to use, Discover the Power of Critical Thinking, Revised and Expanded edition offers today's most complete, practical plan for using critical thinking to build a better life. This edition adds five new "days" of critical thinking workouts, delivering even more powerful "life improvement" ideas. Brand-new illustrations and diagrams help you see the direct relevance of critical thinking in your own life, and you'll find a practical new introduction to the authors' Paul-Elder Framework for Critical Thinking, which is now being used by critical thinkers worldwide!

The Four Question Method (4QM) identifies the questions that drive the thinking that real people do when they take the human world seriously. The authors, Jonathan Bassett and Gary Shiffman, have figured out how to describe and teach what it takes to answer those questions well. This inquiry method gives educators a way to integrate content 'coverage' - through storytelling! - with practice in thinking skills that are central to history and its affiliated academic disciplines, together called social studies. The Four Question Method helps teachers to plan more effectively and students to learn more effectively. It provides guidance for writing research essays. And it transfers - the skills our students practice will work for them when they encounter and make their own history.

Ernest Sosa extends his distinctive approach to epistemology, intertwining issues concerning the role of the will in judgment and belief with issues of epistemic evaluation. While noting that human knowledge trades on distinctive psychological capacities, Sosa also emphasises the role of the social in human knowledge.

Approx.368 pages - This one-of-a-kind workbook dedicated to developing clinical judgment skills helps prepare you for the Next-Generation NCLEX® Exam (NGN) through practical thinking exercises in which you will apply the National Council of State Boards of Nursing (NCSBN) Clinical Judgment Model (CJM). - A comprehensive collection of carefully developed clinical reasoning exercises range from basic to more complex and address all specialty areas. - Answer key with robust rationales to remediate learning follows at the end of the book. - Six-part organization guides you through the entire NGN test plan. - Answer questions in the book itself or on a companion Evolve website for automated scoring and remediation.

Teachers of literature make judgments about value. They tell their students which works are powerful, beautiful, surprising, strange, or insightful—and thus, which are more worthy of time and attention than others. Yet the field of literary studies has largely disavowed judgments of artistic value on the grounds that they are inevitably rooted in prejudice or entangled in problems of social status. For several decades now, professors have called their work value-neutral, simply a means for students to gain cultural, political, or historical knowledge. ?Michael W. Clune’s provocative book challenges these objections to judgment and offers a positive account of literary studies as an institution of aesthetic education. It is impossible, Clune argues, to separate judgments about literary value from the practices of interpretation and analysis that constitute any viable model of literary expertise. Clune envisions a progressive politics freed from the strictures of dogmatic equality and enlivened by education in aesthetic judgment, transcending consumer culture and market preferences. Drawing on psychological and philosophical theories of knowledge and perception, Clune advocates for the cultivation of what John Keats called “negative capability,” the capacity to place existing criteria in doubt and to discover new concepts and new values in artworks. Moving from theory to practice, Clune takes up works by Keats, Emily Dickinson, Gwendolyn Brooks, Samuel Beckett, and Thomas Bernhard, showing how close reading—the profession’s traditional key skill—harnesses judgment to open new modes of perception.

The Four Question Method identifies the questions that drive the thinking that real people do when they take the human world seriously. The authors, Jonathan Bassett and Gary Shiffman, have figured out how to describe and teach what it takes to answer those questions well. This inquiry method gives educators a way to integrate content 'coverage' – through storytelling! – with practice in thinking skills that are central to history and its affiliated academic disciplines, together called social studies. The Four Question Method helps teachers to plan more effectively and students to learn more effectively. It provides guidance for writing research essays. And it transfers: the skills our students practice will work for them when they encounter and make their own history.

In the face of conflict and despair, we often console ourselves by saying that history will be the judge. Today’s oppressors may escape being held responsible for their crimes, but the future will condemn them. Those who stand up for progressive values are on the right side of history. As ideas once condemned to the dustbin of history—white supremacy, hypernationalism, even fascism—return to the world, threatening democratic institutions and values, can we still hold out hope that history will render its verdict? Joan Wallach Scott critically examines the belief that history will redeem us, revealing the implicit politics of appeals to the judgment of history. She argues that the notion of a linear, ever-improving direction of history hides the persistence of power structures and hinders the pursuit of alternative futures. This vision of necessary progress perpetuates the assumption that the nation-state is the culmination of history and the ultimate source for rectifying injustice. Scott considers the Nuremberg Tribunal and South Africa’s Truth and Reconciliation Commission, which claimed to carry out history’s judgment on Nazism and apartheid, and contrasts them with the movement for reparations for slavery in the United States. Advocates for reparations call into question a national history that has long ignored enslavement and its racist legacies. Only by this kind of critical questioning of the place of the nation-state as the final source of history’s judgment, this book shows, can we open up room for radically different conceptions of justice.