Answer & Explanation:Critical Reflection 1 – An Introduction to Race as a Concept and a Construct & The Concept of WhitenessCritical Reflection PapersGeneral InstructionsEach week we cover a variety of topics falling in the larger thematic area of our class. At times, we view part of a film or a documentary or other forms of media, including written material. Other times we’ll simply be reflecting on our discussion and lecture material.My questions/issues posed to you (overall) ask that you apply your critical thinking skills to discuss the themes in question with what we’re reading and talking about in class. These Critical Reflections are meant only to help you think through the issues we’re grappling with in class, so there usually will be no direct right or wrong answer. A solid paper engages our reading assignments along with the media text(s) in question and class discussion. Remember it’s an open format: I want to see how you’re digesting the material, but you will need to remember to engage all of the material for each topic. That said, please do not give me the answer you think I seek from you. Also, this is not a journal – it’s a thoughtful, college-level essay.Do not simply give a review or your opinion of the text/s. Rather, use your critical thinking skills to discuss how it deals with the various representation(s). For instance, if you’re writing a paper on a clip from a series of commercials you watch, you would write about how they ‘deal’ with sex and sexuality. Is it a clear focus? How so? Again, your critical reflections are not graded on a right or wrong basis. I want you to have fun with these. Include a critical examination of what your reaction is to the text and its subject matter. An important question to ask yourself is, “What am I getting out of this?” The questions I pose to you will attempt to elicit these responses. Critical Reflection OneAfter reviewing the Prezi (链接到外部网站。)from last week, and the videos today about Whiteness, reflect now about things you learned. A suggestion is to return to the Presentation and review slide by slide. Which slides/videos affected you the most? Why and in what way?After you’ve written out your thoughts about the presentation, write a personal reflection about your reaction (or reactions) to the presentation overall. What did you think about the various slides? What did you learn? Pay particular attention to what was hard to watch or to what was challenging for you. Was any of it boring? Why? Was any of it funny? Why? While this is a personal reflection, do not soapbox or write solely on how you justify your personal perspective. Spend time with the material and discuss it intellectually, citing thoroughly and thoughtfully throughout. Be sure to also review the Critical Thinking Mini-Guide[img src=”https://bc.instructure.com/images/preview.png” alt=”预览文档”>. Have fun with it, and good luck!评分标准说明Critical Reflection RubricCritical Reflection Rubric标准等级得分Critical Thinking and Deep ReflectionExemplary: Meets “Proficient” criteria and supports claims with relevant examples, engaged course material, and logical, thoughtful consideration of the prompts. Detailed examples/discussion included.10.0 分Proficient: Supports claims with mostly relevant examples, engaged course material, and logical, thoughtful consideration of the prompts. Some examples/discussion might need more detail.8.0 分Needs Improvement: Supports claims with a somewhat relevant examples, engaged course material, and logical, thoughtful consideration of the prompts. Details missing from examples and discussion.7.0 分Borderline: Does not support claims with examples, engaged course material, or logical, thoughtful consideration of the prompts. Absent or “empty” examples.5.0 分10.0 分EvidenceExemplary: Meets “Proficient” criteria, integrates relevant sources and makes clear connections to the sources as evidence to support thinking;10.0 分Proficient: Meets “Proficient” criteria, integrates relevant sources and makes clear connections to the sources as evidence to support thinking;8.0 分Needs Improvement: Integrates some sources and makes some connections to the sources as evidence that may or may not support thinking.7.0 分Borderline: Does not integrate relevant sources and/or makes clear connections to the sources as evidence to support thinking.5.0 分10.0 分Writing & MechanicsExemplary: Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy to read format and follows the writing guidelines completely5.0 分Proficient: Submission has no major errors related to citations, grammar, spelling, syntax, or organization. Any errors present do not negatively impact readability or the articulation of main ideas and follows the writing guidelines fairly well4.0 分Needs Improvement: Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas and may not completely follow all of the writing guidelines3.0 分Borderline: Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas and does not follow the writing guidelines2.0 分5.0 分总得分: 25.0https://prezi.com/t0xbbcpr1fzy/understanding-the-context-of-race-in-the-us/https://www.youtube.com/watch?v=rdaF_h06YX4https://www.youtube.com/watch?v=8KYJl0PECv8https://www.youtube.com/watch?v=YJ8f1eLZ1cshttps://www.youtube.com/watch?v=cjfhXHHzKHchttps://www.youtube.com/watch?v=eVu9dfXTeSYhttps://www.youtube.com/watch?v=VjMw7CF2cjAplease read the instruction and find the resource you have to use
critical_thinking_mini_guide.pdf
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The Miniature Guide
to
Critical Thinking
C oncepts
and
T ools
By Dr. Richard Paul
and
Dr. Linda Elder
The Foundation for Critical Thinking
www.criticalthinking.org
707-878-9100
cct@criticalthinking.org
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Why A Critical Thinking Mini-Guide?
This miniature guide focuses on of the essence of critical thinking concepts and
tools distilled into pocket size. For faculty it provides a shared concept of critical
thinking. For students it is a critical thinking supplement to any textbook for any
course. Faculty can use it to design instruction, assignments, and tests in any subject.
Students can use it to improve their learning in any content area.
Its generic skills apply to all subjects. For example, critical thinkers are clear as to the
purpose at hand and the question at issue. They question information, conclusions,
and points of view. They strive to be clear, accurate, precise, and relevant. They seek
to think beneath the surface, to be logical, and fair. They apply these skills to their
reading and writing as well as to their speaking and listening. They apply them in
history, science, math, philosophy, and the arts; in
professional and personal life.
When this guide is used as a supplement to the textbook in multiple courses,
students begin to perceive the usefulness of critical thinking in every domain of
learning. And if their instructors provide examples of the application of the subject
to daily life, students begin to see that education is a tool for improving the quality
of their lives.
If you are a student using this mini-guide, get in the habit of carrying it with
you to every class. Consult it frequently in analyzing and synthesizing what you are
learning. Aim for deep internalization of the principles you find in it—until using
them becomes second nature.
If successful, this guide will serve faculty, students, and the educational program
simultaneously.
Richard Paul
Center for Critical Thinking
Linda Elder
Foundation for Critical Thinking
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The Miniature Guide to Critical Thinking Concepts and Tools
Contents
Why Critical Thinking? � ��������������������������������������������������������������������������������� 4
The Elements of Thought � ��������������������������������������������������������������������������� 5
A Checklist for Reasoning ���������������������������������������������������������������������������� 6
Questions Using the Elements of Thought ������������������������������������������� 8
The Problem of Egocentric Thinking ������������������������������������������������������� 9
Universal Intellectual Standards ��������������������������������������������������������������10
Template for Analyzing the Logic of Articles and Textbooks ��������13
Criteria for Evaluating Reasoning ������������������������������������������������������������14
Essential Intellectual Traits � �����������������������������������������������������������������������15
Three Kinds of Questions � �������������������������������������������������������������������������18
A Template for Problem-Solving ��������������������������������������������������������������19
Analyzing and Assessing Research � �������������������������������������������������������20
What Critical Thinkers Routinely Do � �����������������������������������������������������21
Stages of Critical Thinking Development � �������������������������������������������22
Fourth Edition © 2006 Foundation for Critical Thinking
www.criticalthinking.org
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The Miniature Guide to Critical Thinking Concepts and Tools
Why Critical Thinking?
The Problem:
Everyone thinks; it is our nature to do so. But much of our thinking, left to
itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet
the quality of our life and that of what we produce, make, or build depends
precisely on the quality of our thought. Shoddy thinking is costly, both in
money and in quality of life. Excellence in thought, however, must be systematically cultivated.
A Definition:
Critical thinking is the art of analyzing and evaluating thinking with a view to
improving it.
The Result:
A well cultivated critical thinker:
• raises vital questions and problems, formulating them clearly and precisely;
• gathers and assesses relevant information, using abstract ideas to interpret it
effectively;
• comes to well-reasoned conclusions and solutions, testing them against
relevant criteria and standards;
• thinks openmindedly within alternative systems of thought, recognizing
and assessing, as need be, their assumptions, implications, and practical
consequences; and
• communicates effectively with others in figuring out solutions to complex
problems.
Critical thinking is, in short, 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 overcome our native egocentrism and sociocentrism.
© 2006 Foundation for Critical Thinking
www.criticalthinking.org
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The Miniature Guide to Critical Thinking Concepts and Tools
The Elements of Thought
Point of View
frame of reference,
perspective,
orientation
Purpose
goal,
objective
Question at issue
Implications and
Consequences
problem, issue
Assumptions
Information
presupposition,
taking for granted
Concepts
data, facts,
observations,
experiences
theories,
Interpretation
definitions, axioms,
and inference
laws, principles,
conclusions,
models
solutions
Used With Sensitivity to Universal Intellectual Standards
Clarity Accuracy Depth Breadth Significance
Precision
Relevance
© 2006 Foundation for Critical Thinking
www.criticalthinking.org
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12
The Miniature Guide to Critical Thinking Concepts and Tools
Clarity
Could you elaborate further?
Could you give me an example?
Could you illustrate what you mean?
Accuracy
How could we check on that?
How could we find out if that is true?
How could we verify or test that?
Precision
Could you be more specific?
Could you give me more details?
Could you be more exact?
Relevance
How does that relate to the problem?
How does that bear on the question?
How does that help us with the issue?
Depth
What factors make this a difficult problem?
What are some of the complexities of this question?
What are some of the difficulties we need to deal with?
Breadth
Do we need to look at this from another perspective?
Do we need to consider another point of view?
Do we need to look at this in other ways?
Logic
Significance
Fairness
Does all this make sense together?
Does your first paragraph fit in with your last?
Does what you say follow from the evidence?
Is this the most important problem to consider?
Is this the central idea to focus on?
Which of these facts are most important?
Do I have any vested interest in this issue?
Am I sympathetically representing the viewpoints
of others?
© 2006 Foundation for Critical Thinking
www.criticalthinking.org
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15
The Miniature Guide to Critical Thinking Concepts and Tools
Intellectual
Integrity
Intellectual
Autonomy
Intellectual
Empathy
Intellectual
Humility
Intellectual
Traits or Virtues
Confidence
in Reason
Intellectual
Perseverance
Intellectual
Courage
Fairmindedness
© 2006 Foundation for Critical Thinking
www.criticalthinking.org
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21
The Miniature Guide to Critical Thinking Concepts and Tools
Critical thinkers routinely apply the intellectual standards to the
elements of reasoning in order to develop intellectual traits.
T h e S ta n da r d s
Clarity
Accuracy
Relevance
Logicalness
Breadth
Precision
Significance
Completeness
Fairness
Depth
Must be
applied to
T h e E l e m e n ts
As we learn
to develop
Purposes
Questions
Points of view
Information
Inferences
Concepts
Implications
Assumptions
I n t e l l e c t ua l T r a its
Intellectual Humility
Intellectual Perseverance
Intellectual Autonomy Confidence in Reason
Intellectual Integrity
Intellectual Empathy
Intellectual Courage
Fairmindedness
© 2006 Foundation for Critical Thinking
www.criticalthinking.org
…
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