VIEW A SAMPLE OF ITEM
including: Table of Contents, overviews and selected pages.
Asking Essential Questions Preview

Get Adobe Reader

ADDITIONAL INFORMATION AVAILABLE BELOW

The Art of Asking Essential Questions (Based on Critical Thinking Concepts and Socratic Principles)

Fifth Edition


Linda Elder and Richard Paul


Order from Rowman & Littlefield here.



Contact Info for Rowman & Littlefield:



  • Toll free: (800) 462-6420 ext. 3024

  • Fax: (800) 338-4550

  • Orders to orders@rowman.com

  • Queries to customercare@rowman.com



The Art of Asking Essential Questions shines a light on an underappreciated but vital skill set that lies at the root of all learning and success. Not only do questions help us gain knowledge on a topic, but they also allow us to dispel erroneous or deceptive information, uncover assumptions and motivations, draw accurate conclusions, and make sustainable plans.

Linda Elder and Richard Paul illustrate the elements of an effective question and discuss the differences between analytic and evaluative questions. They also show how questions can uncover and help us avoid dangerous egocentric and sociocentric tendencies.

As part of the Thinker’s Guide Library, this book advances the mission of the Foundation for Critical Thinking to promote fairminded critical societies through cultivating essential intellectual abilities and virtues across every field of study across world.

Rowman & Littlefield Publishers / The Foundation for Critical Thinking
Pages: 48 • Trim: 5 1/2 x 8
978-0-944583-16-6 • Paperback • January 2010
978-1-5381-3380-4 • eBook • June 2019
Series: Thinker's Guide Library

$28.00



SKU: Title - Item Detail Price Add Items
The Art of Asking Essential Questions (Based on Critical Thinking Concepts and Socratic Principles)

Additional Information About:
The Art of Asking Essential Questions (Based on Critical Thinking Concepts and Socratic Principles)

The quality of our lives is determined by the quality of our thinking. The quality of our thinking, in turn, is determined by the quality of our questions, for questions are the engine, the driving force behind thinking. Without questions, we have nothing to think about. Without essential questions, we often fail to focus our thinking on the significant and substantive. 

 

When we ask essential questions, we deal with what is necessary, relevant, and indispensable to a matter at hand. We recognize what is at the heart of the matter. Our thinking is grounded and disciplined. We are ready to learn. We are intellectually able to find our way about.

 

To be successful in life, one needs to ask essential questions: essential questions when reading, writing, and speaking; when shopping, working, and parenting; when forming friendships, choosing life-partners, and interacting with the mass media and the Internet.

 

Yet few people are masters of the art of asking essential questions. Most have never thought about why some questions are crucial and others peripheral. Essential questions are rarely studied in school. They are rarely modeled at home. Most people question according to their psychological associations. Their questions are haphazard and scattered.

 

The ideas we provide are useful only to the extent that they are employed daily to ask essential questions. Practice in asking essential questions eventually leads to the habit of asking essential questions. But we can never practice asking essential questions if we have no conception of them.

 

This mini-guide is a starting place for understanding concepts that, when applied, lead to essential questions. We introduce essential questions as indispensable intellectual tools. We focus on principles essential to formulating, analyzing, assessing, and settling primary questions. You will notice that our categories of question types are not exclusive. There is a great deal of overlap between them. Deciding what category of question to ask at any point in thinking is a matter of judgment. Having a range of powerful questions to choose from is a matter of knowledge.

 

Contents include:

  • Questioning the Structure of Thinking
  • Asking One System, No System, and Conflicting System Questions
  • Questioning Dogmatic Absolutism and Subjective Relativism
  • Questioning Concepts
  • Questioning Data, Information, and Experience
  • Questioning Questions: Identifying Prior Questions
  • Asking Complex Interdisciplinary Questions
  • Questioning in Decision-Making and Problem-Solving
  • Evaluative Questions
  • Determining Value, Merit, and Worth
  • Evaluating Reasoning
  • Questioning As We Read
  • Questioning As We Write
  • Questioning Within Academic Disciplines
  • Essential Questions in Science
  • Essential Questions in the Social Disciplines
  • Essential Questions in the Arts
  • Questioning for Self-Knowledge and Self-Development




Please do not pass this message by.

CRITICAL THINKING IS AT RISK.

Here are some of the big reasons why:

  1. Many people believe that critical thinking should be free and that scholars qualified to teach critical thinking should do so for free. Accordingly, they do not think they should have to pay for critical thinking textbooks, courses, or other resources when there is "so much free material online" - despite how erroneous that material may be.
  2. There are many misguided academicians, and some outright charlatans, pushing forth and capitalizing on a pseudo-, partial, or otherwise impoverished concept of critical thinking.
  3. Little to no funding is designated for critical thinking professional development in schools, colleges, or universities, despite the lip service widely given to critical thinking (as is frequently found in mission statements).
  4. Most people, including faculty, think they already know what critical thinking is, despite how few have studied it to any significant degree, and despite how few can articulate a coherent, accurate, and sufficiently deep explanation of it.
  5. People rarely exhibit the necessary level of discipline to study and use critical thinking for reaching higher levels of self-actualization. In part, this is due to wasting intellectual and emotional energy on fruitless electronic entertainment designed to be addictive and profitable rather than educational and uplifting.
  6. On the whole, fairminded critical thinking is neither understood, fostered, nor valued in educational institutions or societies.
  7. People are increasingly able to cluster themselves with others of like mind through alluring internet platforms that enable them to validate one another's thinking - even when their reasoning is nonsensical, lopsided, prejudiced, or even dangerous.
  8. Critical thinking does not yet hold an independent place in academia. Instead, "critical thinking" is continually being "defined" and redefined according to any academic area or instructor that, claiming (frequently unsupported) expertise, steps forward to teach it.

As you see, increasingly powerful trends against the teaching, learning, and practice of critical thinking entail extraordinary challenges to our mission. To continue our work, we must now rely upon your financial support. If critical thinking matters to you, please click here to contribute what you can today.

WE NEED YOUR HELP TO CONTINUE OUR WORK.

Thank you for your support of ethical critical thinking.