Richard Paul：思辨研究专家，国际思辨研究运动主要负责人，已发表200余篇与思辨研究相关的论文、出版25部论述思辨研究的著作。Linda Elder：教育心理学专家、思辨研究专家，在美国多所大学任教，主要教授课程为教育心理学、思辨能力培养；思辨研究协会会长、思辨中心执行主任。
目錄：
Letter to the Reader. . . . . . . . . . . . . . . . vii
Critical Thinking Competency Standards: Guide for Educators
The Structure of This Guide . . . . . . . . . . . . . . . . 2
Understanding the Intimate Relationship Between Critical Thinking, Learning, and Education
The Concept of Critical Thinking 4
The What and the How of Education 5
Critical Thinking Is the How for Obtaining Every Educational What . 5
Critical Thinking and Learning 7
Critical Thinking and the Educated Person . 8
Critical Thinking and Information Literacy . 8
The Growing Importance of Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . .
.10
Critical and Creative Thinking . 10
Critical Thinking and the Mastery of Content 11
Adapting the Standards for Particular Subjects 13
The Structure and Components of the Competencies
Relating the Competencies to Critical Thinking Concepts 15
Outlining the Components in Each Competency . . . . . . . . . . . . . . . . . . . . . . . . . .
.16
A Master Rubric 18
The Critical Thinking Competencies
Standard One: Purposes, Goals, and Objectives . 20
Standard Two: Questions, Problems, and Issues 21
Standard Three: Information, Data, Evidence, and Experience 22
Standard Four: Inferences and Interpretations . 23
Standard Five: Assumptions Presuppositions 24
Standard Six: Concepts, Theories, Principles, Definitions, Laws, and Axioms . 25
Standard Seven: Implications and Consequences . 26
Standard Eight: Points of View and Frames of Reference . 27
Standard Nine: Assessing Thinking . 29
Standard Ten: Fairmindedness 31
Standard Eleven: Intellectual Humility . 32
Standard Twelve: Intellectual Courage 33
Standard Thirteen: Intellectual Empathy 34
Standard Fourteen: Intellectual Integrity . 35
Standard Fifteen: Intellectual Perseverance 36
Standard Sixteen: Confidence in Reason
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