Our all time best selling book is now available in a revised and expanded second edition. Thinking with Type is the definitive guide to using typography in visual communication, from the printed page to the computer screen. This revised edition includes forty-eight pages of new content, including the latest information on style sheets for print and the web, the use of ornaments and captions, lining and non-lining numerals, the use of small caps and enlarged capitals, as well as information on captions, font licensing, mixing typefaces, and hand lettering. Throughout the book, visual examples show how to be inventive within systems of typographic form - what the rules are and how to break them. Thinking with Type is a type book for everyone: designers, writers, editors, students, and anyone else who works with words. The popular online companion to Thinking with Type (www.thinkingwithtype.com) has been revised to reflect the new material in the second edition.
The present book reports on an empirical study aimed at investigating critical thinking ability among EFL students. Moreover, the effects of gender, major, and critical thinking-oriented instruction through a critical reading program were examined. A better understanding of EFL students’ critical thinking ability helps teachers improve the instruction of critical thinking and consequently students can benefit from it.
Scholars agree that applying critical thinking is a systematic way to solve problems. More often it is being used in both professional and personal settings; in classrooms, in clinical practices, in politics, in social issues and in relationships. Moreover, on a daily basis, we are infiltrated with information at the click of a button. Critical thinking can be applied to what we read, hear, see or communicate in order to know what to do. For decades, scholars have debated the definition of critical thinking as well as the application of critical thinking. Consequently, this book provides a comprehensive look at the definition of critical thinking and the application of critical thinking across disciplines. The book will be very useful to educators who are interested in learning critical thinking and teaching critical thinking to students. The book is also for students who want a competitive edge in critical thinking among their peers. Managers and trainers of employees can use critical thinking to find solutions to problems. Professionals in clinical practices, such as marriage & family therapists, licensed professional counselors, or social workers can also use this book.
Critical thinking has been a major goal of higher education institutions and academic libraries since their formation. Critical thinking is a way of processing and using information. Academic libraries as the traditional storage facilities for preserving resources and places for providing access to information have been considered information centers for academics. Throughout the 20th century, academic librarians have taught bibliographic instruction sessions; the Information Age brought about new formats of information. Librarians therefore try to instill in students information literacy skills and critical thinking skills. One of the developmental models of critical thinking, developed by Kuhn (1999); looks at critical thinking as being made up of metacognitive, metastrategic, and epistemological meta-knowing. Critical thinking is involved in information literacy, but the key is moving beyond just learning how to locate information. Can students enter an academic library and critically evaluate the information resources? Are librarians fulfilling the role of teaching information literacy along with the required critical thinking skills for true information literacy?
The Book grapples with the key themes in the study of Critical and Creative Thinking as a discipline in the world of academia. The student must grasp the development of the idea of critical thinking in history and Analyze its usage at the various stages of history. Other key themes and topics in this subject are tackled. The author addresses various fallacies which are an impingement and barriers to Creative and Critical thinking. This is a module which is student friendly and teacher friendly.
Critical thinking is a crucial component of the process of preparing future nurses. Yet their preparation heavily relies on the potentials of the educators. It is therefore essential to ensure that the educators enjoy knowledge and skills that qualify them to promote critical thinking among students. This book examines the critical thinking experience of nurse educators working in Jordanian Universities. A survey questionnaire consisting three parts was used in this study; the California Critical thinking Skill Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), and the experience survey (ES). The CCTST measured critical thinking skills and the ES asked the participants to rate their practice of critical thinking. The ES included a qualitative component that invited nurse educators to describe a situation, which illustrated their experience of critical thinking in practice. The CCTDI measured disposition towards critical thinking.
In EFL contexts, the reading instruction practices do not do much to enhance students’ reading comprehension especially at higher levels. The instructional practices prevailing therein emphasize surface-level information processing techniques such as memorization and rehearsal at the expense of deeper processing such as elaboration and critical thinking. Given the importance of reading comprehension abilities and critical thinking skills, it seems to be imperative to raise EFL instructors’ awareness concerning the possible relationship between critical thinking and EFL reading comprehension performance. This book provides an investigation of students’ critical thinking ability and how they are related to the students’ gender and reading scores. From the perspective of professional practice, this study has the potential to make a significant contribution to the field in that it has provided further insights into the relationship between EFL reading comprehension performance and critical thinking. Moreover, EFL instructors can be made conscious of the importance of critical thinking and they could therefore apply its strategies at the EFL reading courses.
From the mind behind HeadScratchers, a guide to getting more out of thinking We often hear about the importance of thinking critically and acting strategically. And yet, there are few resources that provide a business??“focused, non??“academic, practical
Do people understand Critical Thinking across the world differently? or not? Critical Thinking could harm people life? or not? Critical Thinking could affect the society security? or not? What are the differences between Eastern Culture and Western culture in terms of understanding critical thinking? Does Teachers' perceptions affect the improvement of students critical thinking skills? All these questions are answered through this book.
Critical thinking is an essential life skill required by most people in today’s complex world. Development of critical thinking is important in preparing students for post-secondary education and for competing economically in the global environment. A number of studies in developed countries have advanced some strategies for fostering critical thinking, however, few studies have been conducted in Sub-Saharan Africa. In Kenya, where this study was conducted, development of critical thinking is one of the objectives of teaching English in secondary schools. The purpose of this study was to explore how teachers of English in a secondary school foster critical thinking in their classes. The findings of the study revealed that while teachers acknowledge the importance of critical thinking in learning, they do not have a clear understanding of what it is.They were also aware of the suggested pedagogical practices for fostering critical thinking but these theoretical perspectives did not reflect in their teaching, as some of the practices were not fully explored.Teachers face challenges such as superficial understanding of critical thinking,time constraints among others.
Critical and Creative Thinking: A Guide for Teachers reveals ways to develop a capacity to think both critically and creatively in practical and productive ways. Explains why critical and creative thinking complement each other with clear examples Provides a practical toolkit of cognitive techniques for generating and evaluating ideas using both creative and critical thinking Enriches the discussion of creative and critical intersections with brief “inter-chapters” based on the thinking habits of Leonardo da Vinci Offers an overview of current trends in critical and creative thinking, with applications across a spectrum of disciplines
This book explores perceptions of critical thinking and knowledge by New Senior Secondary Liberal Studies teachers in Hong Kong. The insights of the study have implications for the curriculum development and pedagogy, particularly regarding how we can improve training for the teaching of critical thinking. Factors such as work experience, personality, school training, and cultural identity affect ways of seeing, ‘critical thinking’ and ‘knowledge’. We can gain understanding of the difficulties and constraints of teaching critical thinking in Liberal Studies. The research is also a critical thinking process, which is explored in conversations with participants. The study asked them to reflect on what they thought and had experienced. The participants provided useful insights and suggestions into a better pedagogy in high order thinking.
Critical thinking in today’s education is one of the primary goals of educational programs around the world. As a desired outcome, critical thinking allows students to be effective learners in the learning process, responsible citizens in their daily life and successful employees in the job market. Therefore, students need to be socialized to carry out research, make decisions and solve problems in the high school context before moving to university. Therefore, this book aims at intorducing a brief critical review about critical thinking and then analyzing two second year baccalaureate textbooks of English, namely Insights into English and Ticket to English to find out if they help high school students develop a degree of critical thinking.
In this rapidly changing information, thinking critically is a vital requirement for individuals. In response to this, Indonesian EFL teachers are given responsibility to assist their students to acquire critical thinking skills while learning English. This is done to give them adequate practice in critical thinking so that they can actively participate in the international community particularly in the global workplace.This book presents results of a study aims to investigate students’ critical thinking as demonstrated in their argumentative essays. Argumentative writing has been believed as an effective means to portray students’ critical thinking. It assists students in making ideas of their own, clarifying opinions or beliefs and sorting out the evidence which are part of critical thinking realization. In addition, this book also provides explanation regarding students’ consciousness on their own critical thinking. In this sense, information regarding their awareness as to whether they show critical thinking and individual voice in their argumentative texts has been the object of this book to discuss.
The aim of this study was to Comparison of critical thinking, achievement motivation and Creativity between first child and one child in the Ramhormoz Girls High School. The study had a sample size of 300 (150 First Child and 150 One child) they were selected by a multistage cluster random way. Critical thinking included evaluation results, through logical and systematical exploration of issues, evidence and Solutions.
One of the most effective forums for flourishing critical thinking in the content areas is journal keeping which is increasingly gaining popularity in EFL/ESL classrooms. To expand on the literature review, further research was performed to compare two kinds of this topmost pedagogical techniques (namely audiotaped and written dialogue journals) used in EFL classrooms in order to investigate their impact on the enhancement of critical thinking.
Improving critical thinking is one of the purposes of education. Critical thinking helps learners’ deep understanding and hinders rote learning and banking education. Critical thinkers use problem posing education that is based on creativity and reflection. Approaches such as reflect teaching and learner-centered education are popular among teachers who believe in critical thinking which consequently may result in learners’ autonomy and whole language learning.
Critical Thinking for Helping Professionals, Fourth Edition draws on research concerning decision making, judgment, problem solving, and expertise to create 37 hands-on exercises designed to enhance critical thinking values, knowledge, and skills which are integral to evidence-based practice. Attention is devoted to ignorance as well as knowledge - including ignorance promoted by special interests and ignorance that is self-inflicted through lack of knowledge about common biases and fallacies that impede informed decision making. The text is ideal for graduate as well as undergraduate courses in research and practice.
Train your brain for better decisions, problem solving, and innovation Think Smarter: Critical Thinking to Improve Problem-Solving and Decision-Making Skills is the comprehensive guide to training your brain to do more for you. Written by a critical thinking trainer and coach, the book presents a pragmatic set of tools to apply critical thinking techniques to everyday business issues. Think Smarter is filled with real world examples that demonstrate how the tools work in action, in addition to dozens of practice exercises applicable across industries and functions, Think Smarter is a versatile resource for individuals, managers, students, and corporate training programs. Thinking is the foundation of everything you do, but we rely largely on automatic thinking to process information, often resulting in misunderstandings and errors. Shifting over to critical thinking means thinking purposefully using a framework and toolset, enabling thought processes that lead to better decisions, faster problem solving, and creative innovation. Think Smarter provides clear, actionable steps toward improving your critical thinking skills, plus exercises that clarify complex concepts by putting theory into practice. Features include: A comprehensive critical thinking framework Over twenty-five «tools» to help you think more critically Critical thinking implementation for functions and activities Examples of the real-world use of each tool Learn what questions to ask, how to uncover the real problem to solve, and mistakes to avoid. Recognize assumptions your can rely on versus those without merit, and train your brain to tick through your mental toolbox to arrive at more innovative solutions. Critical thinking is the top skill on the wish list in the business world, and sharpening your ability can have profound affects throughout all facets of life. Think Smarter: Critical Thinking to Improve Problem-Solving and Decision-Making Skills provides a roadmap to more effective and productive thought.
The development of critical thinking skills is a fundamental educational objective necessary for Higher Education. Students in Higher Education are expected to engage in complex reasoning and analysis activities; therefore, they need to be taught how to think rather than what to think. Critical thinking allows learners to develop the ability to demonstrate their thinking processes and to make reasoned judgment about everything they learn. It also helps students be active participants in the learning process and prepares them to be lifelong learners who are capable of facing challenges. This book emphasizes the importance of integrating critical thinking in Higher Education, and it shares the findings of a research study that was conducted in order to investigate attitudes of university teachers and students towards the appropriateness and the implementation of critical thinking in Moroccan Higher Education. The book is likely to interest researchers in Higher Education, and English Language Teaching & Learning. The findings of the study might be of use to university teachers and students. However, given the importance of the topic, the work might also interest general readership.
This book was carried out to examine the predictive relationships of student characteristics towards critical thinking dispositions. The Critical Thinking Disposition (CTD) was used to gather data. The respondents were drawn from undergraduate students at a public university. The critical thinking dispositions instrument included seven elements namely: analyticity, open minded, truth seeking, systematicity, self-confidence, inquisitiveness and maturity. Three objectives were stipulated, 1) to identify the CTD levels among undergraduate students from different majors of study (science-based and arts-based) versus, gender and academic year of study; 2) to identify the CTS levels among undergraduate students from different majors of study (science and arts-based) versus, gender and academic year of study; 3) to identify the dominant CTD elements that may influence CTS.
Critical thinking has long been identified as an innovative skill and as an upshot of learning process that is essential to prepare students for post-secondary education. EFL/ESL researchers have persistently focused on effective learning strategies that can train good language learners and encourage them to improve themselves as thinkers. One of the academic skills recognized as a determiner of learning is critical thinking (CT). Likewise, one of the effective instructional methods which can enhance and improve learners’ critical thinking ability and their problem-solving skills is cooperative learning (CL). This book investigated the effect of learning together model of cooperative learning on the Iranian EFL learners’ critical thinking ability. Syllabus designers, textbook writers, EFL/ESL teachers, learners, teacher trainers, methodologists, language schools and colleges will expectantly find this book helpful.
The history of thinking process is as old as the education itself. It has been rooted with both the formal and informal education. This God-gifted ability strongly rooted with the human history. Thinking is highlighted more in ancient Greek, especially when the great scholar Socrates tended in modern discussions to be associated with a particular idea of teaching: one that is based on questions, and involves no direct transfer of information but rather allows the pupil to see the truth (Rowe as cited in Palmer, 2001). Socrates believes in the importance of reasoning things out. In his point of view, the best source for accepting any claim was the solid reasoning (Rowe, 2001). Aristotle also agrees with Socrates’ idea and defines a man “a rational animal” (Hobson as cited in Palmer, 2001). Both the scholars view not only focused on thinking but also elaborate beyond it. For example, the use of reasoning skill in thinking process leads to a deep thinking rather thinking at surface.
This research uncovers a potential for strengthening the status of mathematics studies in imparting higher-order thinking skills in various frameworks, in parallel with and beyond the formal program of studies. To conclude, critical thinking within the framework of mathematics education does not develop spontaneously but requires effort. It is not algorithmic, i.e. its patterns of thinking and action are not clear or predefined. Critical thinking skills rely on self-regulation of the thinking processes, construction of meaning, and detection of patterns in supposedly disorganized structures. Critical thinking tends to be complex and often terminates in multiple solutions that have advantages and disadvantages, rather than a single clear solution. It requires the use of multiple, sometimes mutually contradictory criteria, and frequently concludes with uncertainty.