Richard paul critical thinking biography sample

Dr. Paul received four degrees and gave lectures on critical thinking at many universities in both the United States and abroad, including Harvard, the University of Chicago, the University of Illinois, and the universities of Puerto Rico, Costa Rica, British Columbia, Toronto, and Amsterdam. He taught beginning and advanced courses in critical thinking at the university level for over 20 years.

Paul received numerous honors and awards in his lifetime, including Distinguished Philosopher (Council for Philosophical Studies, 1987), O.C. Tanner Lecturer in Humanities (Utah State University, 1986), Lansdown Visiting Scholar (University of Victoria, 1987), and the Alfred Korsybski Memorial Lecturer (Institute for General Semantics, 1987).  His views on critical thinking have been canvassed in the New York Times, Education Week, The Chronicle of Higher Education, American Teacher, Reader’s Digest, Educational Leadership, Newsweek, and U.S. News and World Report. Dr. Paul’s wide-ranging knowledge, practical strategies, and enthusiasm made him highly sought-after as a presenter and keynote speaker.

See our Memorial Page for Dr. Richard Paul.

Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001). The Paul-Elder framework has three components:

1. The elements of thought (reasoning)
2. The intellectual standards that should be applied to the elements of reasoning
3. The intellectual traits associated with a cultivated critical thinker that result from the consistent and disciplined application of the intellectual standards to the elements of thought

According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking.

Elements of Thought (reasoning)

The "parts" or elements of thinking are as follows:

1. All reasoning has a purpose
2. All reasoning is an attempt to figure something out, to settle some question, to solve some problem
3. All reasoning is based on assumptions
4. All reasoning is done from some point of view
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