Richard Paul Critical Thinking Theory Paul

Dr. Richard Paul was Director of Research and Professional Development at the Center for Critical Thinking, and was Chair of the National Council for Excellence in Critical Thinking. His body of work, including eight books and over 200 articles, established him as an internationally-recognized authority on critical thinking. In addition to writing books for every grade level, he experimented extensively with teaching tactics and strategies, and with devising (among other things) novel ways to engage students in rigorous self-assessment. 

 

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 lifeitme, 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.

{"id":"2439","title":"","author":"","content":"<p><img style=\"float: right;\" src=\"http://www.criticalthinking.org/image/pimage/Richard_Paul_Oxford-08.jpg\" alt=\"\" /></p>\r\n<p class=\"F2\"><span style=\"font-family: Arial, Helvetica, sans-serif;\">Dr. Richard Paul was Director of Research and Professional Development at the Center for Critical Thinking, and was Chair of the National Council for Excellence in Critical Thinking. His body of work, including eight books and over 200 articles, established him as an internationally-recognized authority on critical thinking. In addition to writing books for every grade level, he experimented extensively with teaching tactics and strategies, and with devising (among other things) novel ways to engage students in rigorous self-assessment.&nbsp;</span></p>\r\n<div>\r\n<div>\r\n<p><span style=\"font-family: Arial;\"> 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. <br /><br />Paul received<span style=\"color: black;\"> numerous honors and awards in his lifeitme, 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). </span></span><span style=\"color: black; font-family: Arial;\"><span style=\"color: black;\">&nbsp;</span></span><span style=\"font-family: Arial,Helvetica,sans-serif;\">His views on critical thinking have been canvassed in the <em>New York Times, Education Week, The Chronicle of Higher Education, American Teacher, Reader&rsquo;s Digest, Educational Leadership, Newsweek,</em> and<em> U.S. News and World Report</em>. Dr. Paul&rsquo;s wide-ranging knowledge, practical strategies, and enthusiasm made him highly sought-after as a presenter and keynote speaker.</span></p>\r\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><a title=\"Richard Paul Memorial Page\" href=\"https://www.criticalthinking.org/pages/richard-paul-memorial/1231\" target=\"_blank\">See our Memorial Page for Dr. Richard Paul.</a><br /></span></p>\r\n</div>\r\n</div>\r\n<p>&nbsp;</p>","public_access":"1","public_downloads":"1","sku":"","files":[],"images":[]}

Video Biography: Introduction by Dr. Gerald Nosich at the 2008 International Conference

{"id":"2440","title":"Video Biography: Introduction by Dr. Gerald Nosich at the 2008 International Conference","author":"","content":"<p><a style=\"font-size: 16px; font-weight: bold;\" onclick=\"var w=window.open(this.href, 'video', 'width=700,height=540,scrollbars,resizable'); w.focus(); return false;\" href=\"http://www.criticalthinking.org/video/player.php?VID=Richard_Paul-Bio&amp;VS=Richard_Paul-Bio\"><img src=\"http://www.criticalthinking.org/images/video-reel.gif\" border=\"0\" alt=\"\" width=\"60\" height=\"60\" align=\"left\" /><br />Launch Video Player</a><br /><em style=\"color: #333333;\">Requires FLASH Player 8 or higher</em></p>\r\n<hr size=\"1\" />","public_access":"1","public_downloads":"1","sku":"","files":[],"images":[]}

{"id":"2442","title":"Additional Bio Info on Richard Paul","author":"","content":"<p>For more information on the work of Dr. Richard Paul, download the file at the following link:<br /> <br style=\"clear: both;\" /></p>","public_access":"1","public_downloads":"1","sku":"","files":[{"id":469,"filename":"data/pages/37/ff640b6d016307b54cad91e5a9d4edfd4f18adb74215a.pdf","realfilename":"data/pages/37/ff640b6d016307b54cad91e5a9d4edfd4f18adb74215a.pdf","title":"Richard Paul Biographical Information","order":0}],"images":[]}

Abstract

This project is a critical examination of Richard Paul's theoretical conceptualization of critical thinking. In his relentless criticism of the didactic approach characterizing current academic instruction, Paul develops a model of critical thinking that he refers to as critical thinking in the strong sense. The model posits dialogue as the methodological strategy that helps overcome egocentric and socio-centric thinking and thereby facilitates the achievement of ethically rational development. By egocentric and socio-centric thinking, Paul means the thinking that is bound, respectively by one point of view and social context. The model in question is intended not only to displace didactic instruction but also to transcend the overemphasis on logic that characterizes current critical thinking theorizing. While Paul's work points to a promising theoretical horizon, it betrays the very educational ideal that it sets out to pursue. Not only is it the exemplification of the didactic approach that it is intended to displace, but it is also carried out in a conceptual framework that reinforces the modernist view of effective thinking as the rigorous application of rational standards in the determination of the truthfulness of issues. By giving preeminence to logic and rational standards in the thinking process, Paul's view legitimizes a style of inquiry that is conducive to definitive closure. It is fundamentally reductionist: it tends to privilege exclusion over integration, object over relationship. This paper presents an alternative view of critical thinking the theoretical underpinning of which includes a conception of knowledge as immanent. Its primary concern is the achievement of understanding or the production of meaning through persistent explorations of relational structures as opposed to discrete objects. It therefore dismisses any quest for a secure foundation of knowing as illusory. This work is presenting as its starting point the conventional model of educational practice. It provides a brief description of the didactic approach against which Paul levels his criticism. Then, it moves to offer Paul's actual criticism, his view of critical thinking and a critique of his model. Finally, the paper presents a reconfiguration of the theoretical landscape of critical thinking. It formulates and justifies a non-objectivist conception of critical thinking.

Recommended Citation

Prime, Lyonel, "Remapping Critical Thinking Theory: A Critique of Richard Paul's Model of Critical Thinking" (1998). Critical and Creative Thinking Capstones Collection. 243.
https://scholarworks.umb.edu/cct_capstone/243

0 Replies to “Richard Paul Critical Thinking Theory Paul”

Lascia un Commento

L'indirizzo email non verrà pubblicato. I campi obbligatori sono contrassegnati *