Summary of Julie Bogart's Raising Critical Thinkers

Everest Media

Description

Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 Critical thinking is a tool that we use to help us live. It is a process of strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship. It allows us to interpret and act.
#2 Educators want children to be critical thinkers. They want them to be able to identify their perceptions, what causes them to trust one source of information and distrust another, and why they accept some ideas as true while they reject others as false.
#3 The unreliable narrator is the first literary device that Noah encounters. The wolf’s woe-is-me story is a dead giveaway that the wolf is not using his own critical thinking faculties. Instead, he uses a self-serving defense to disguise his misdeeds.
#4 We all have a tendency to trust our own opinions and sources of information, but how do we know which ones to trust. Which perspectives of historical events are accurate. We constantly ask these questions when we read, listen to, or contemplate any input.

Sujets

• Homeschooling

Informations

• Publié par: Everest Media LLC
• Date de parution: 20 mars 2022
• Nombre de lectures: 0
• EAN13: 9781669355533
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Insights on Julie Bogart's Raising Critical Thinkers
Contents Insights from Chapter 1 Insights from Chapter 2 Insights from Chapter 3 Insights from Chapter 4 Insights from Chapter 5
Insights from Chapter 1

#1

Critical thinking is a tool that we use to help us live. It is a process of strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship. It allows us to interpret and act.

#2

educators want children to be critical thinkers. They want them to be able to identify their perceptions, what causes them to trust one source of information and distrust another, and why they accept some ideas as true while they reject others as false.

#3

The unreliable narrator is the first literary device that Noah encounters. The wolf’s woe-is-me story is a dead giveaway that the wolf is not using his own critical thinking faculties. Instead, he uses a self-serving defense to disguise his misdeeds.

#4

We all have a tendency to trust our own opinions and sources of information, but how do we know which ones to trust. Which perspectives of historical events are accurate. We constantly ask these questions when we read, listen to, or contemplate any input.

#5

Critical thinking is not about evaluating other people’s conclusions. It’s about evaluating the evidence and determining which viewpoints are useful at a particular moment in time. We often select the storytellers who affirm our cherished community memberships.

#6

When students are told to examine a researcher’s work, to challenge the perspective of a writer, or to compare and contrast the conflicting findings of experts, they are expected to render reasonable analysis. How do they do that.

#7

To become a self-aware critical thinker, you must first identify the impact of your experiences, perceptions, biases, beliefs, thoughts, loyalties, and hunches on your studies. And that work is exhausting. It takes time to gestate.

#8

It takes self-control to be a thoughtful thinker. It’s easy to disregard information that creates emotional drag. The adrenaline rush when someone confirms what you want to be true is heady stuff.

#9

The True Story of the 3 Little Pigs is a fairy tale that is often interpreted as a story about good vs. evil. However, when analyzed through the eyes of a critical thinker, it can be seen that there is no moral, only a half-baked self-defense of immoral acts.

#10

The more Noah and I heard and retold the original tale of the three little pigs and their plight, the more we believed the pigs’ point of view and saw them as good. The big bad wolf didn’t stand a chance with us.

#11

All critical thought is funneled through a self, from the moment we exit the womb. Our brains are obsessive meaning-making machines, and we are determined to wrestle information into a worldview that tells the story we love.

#12

Select a story to read to your child. It can be a fairy tale, a tall tale, a folk tale, or an Aesop’s fable. Read it ahead of time so you are familiar with it, and then read it aloud with your child. Ask your child several questions to help him or her understand the story: Who’s telling the story. Do you think the storyteller knows what all the characters think.

#13

The next age group is capable of more introspection than the bright-eyed kids. This group can play with the narrative and perspectives. Select a well-known story, and ask your kids to consider who’s telling the story, how we know it, and whether we trust the storyteller.

#14

The power of a story comes from its viewpoint. Teens are ready for deeper engagement when they read. Pick a well-known story and discuss the questions above.

#15

We all have a desire to be right, and we will stop at nothing to make sure that we are right. This is especially true when it comes to education, where we want to make sure that everyone is educated equally.

#16

The public school dream was to provide reading, writing, and arithmetic skills to all children. The result was a uniformity of outcome and purpose, which was achieved through the power of knowledge.

#17

Education should teach us to think critically and intensely, not just remember facts for tests. Every fact lives inside a story, and it is not just one set of right answers.

#18

Intimacy is the opposite of certainty. It means getting to know a subject more and more, and learning its compelling contours and unavoidable flaws. It means reading the subject’s ardent fans and listening to its detractors.

#19

The following list of ten terms is loaded with meaning and misunderstanding. Before you move on to the rest of the chapter, I invite you to freewrite about each term for two minutes.

#20

Facts are irreducible information that can’t be disputed. They’re not probabilities or interpretations, but they can be demonstrated to be true repeatedly. Most of us want to do something with a fact, but we rarely are content to state facts without making a point.

#21

When students read and study in a textbook, they are often presented with multiple interpretations of the same facts. This can be dangerous because it allows students to conflate facts and their interpretations.

#22

Evidence is the source material that allows students to make claims about facts to support those interpretations. It is drawn from research and can be presented in its raw form or explained by the researcher, who is then interpreting the data.

#23

The idea that our personal point of view matters got its start in the arts during the Renaissance. As humans, we have granted ourselves authority to take perspectives with confidence, even though many times we have not considered how the world looks to others.