Robert H Ennis
Dados Biográficos
| ID | 1303604 |
|---|---|
| NOME | Robert H Ennis |
| PRENOMES | Robert H |
| SOBRENOME | Ennis |
| ASSINATURA | ENNIS R H |
| AFILIAÇÕES | University of Illinois Urbana-Champaign |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 103 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1960 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2018 |
| ÍNDICE H | 4 |
Critical Thinking Across the Curriculum
Critical thinking assessment
entre docentes, pero por edades sino por niveles de contratación (decreto 1278 y 2277) y de lugar de enseñanza (rural y urbano) y que imposibilita el encuentro identitario que da estructura al sistema vivo que debiera ser el territorio educativo.De esta forma el territorio, en condiciones desiguales y asimétricas, se encuentra organizados por imaginarios sociales cómo que la función del docente es representar los ideales del Ministerio de Educaci…
An Elaboration of a Cardinal Goal of Science Instruction
In this essay I offer a set of characteristic scientific activities, accompanied by principles to be used as guides in performing these activities, and dispositions that are desirable for the person performing these activities to have. This set is intended to provide a rough and ready elaboration of scientific thinking as a goal for our schools and colleges. Although they are here labeled scientific, they are intended to apply to other activities…
The Extent to Which Critical Thinking Is Subject-Specific
In this response to McPeck’s reply to my paper, I briefly summarize my earlier essay, and make four major points: (a) that the vagueness of the concepts, domain, field, and subject, is a problem when subject specificity serves as a basis for prediction, though not necessarily when it serves as a slogan or a vague warning; (b) that the distinction between the subject matter of schools and the subject matter of everyday life is a viable one, though…
Critical Thinking and Subject Specificity
The claim that critical thinking is subject specific appears, to be of practical importance and theoretical interest. Its meaning is unclear, however, and discussions of its are often confusing and at cross purposes. In an attempt to clarify the topic, Ennis offers a number of distinctions, including a distinction among three versions of subject specificity: domain, epistemological, and conceptual subject specificity. He holds that the first two …
Identifying implicit assumptions
Research Notes
Abandon Causality
Equality of Educational Opportunity
On Causality
Logic in Teaching
Book Reviews Get access Logic in Teaching. By Robert H. Ennis. (Englewood Cliffs, N.J.: Prentice-Hall. 1969. Pp. xiv + 520. Price 85s.) N. G. E. Harris N. G. E. Harris Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 20, Issue 81, October 1970, Pages 407–408, https://doi.org/10.2307/2217670 Published: 01 October 1970
Logic and language of education
Operational Definitions
Learning one's responses and only one's responses
Critical Thinking and Subject Specificity
The claim that critical thinking is subject specific appears, to be of practical importance and theoretical interest. Its meaning is unclear, however, and discussions of its are often confusing and at cross purposes. In an attempt to clarify the topic, Ennis offers a number of distinctions, including a distinction among three versions of subject specificity: domain, epistemological, and conceptual subject specificity. He holds that the first two …
Critical thinking assessment
entre docentes, pero por edades sino por niveles de contratación (decreto 1278 y 2277) y de lugar de enseñanza (rural y urbano) y que imposibilita el encuentro identitario que da estructura al sistema vivo que debiera ser el territorio educativo.De esta forma el territorio, en condiciones desiguales y asimétricas, se encuentra organizados por imaginarios sociales cómo que la función del docente es representar los ideales del Ministerio de Educaci…
Identifying implicit assumptions
The Extent to Which Critical Thinking Is Subject-Specific
In this response to McPeck’s reply to my paper, I briefly summarize my earlier essay, and make four major points: (a) that the vagueness of the concepts, domain, field, and subject, is a problem when subject specificity serves as a basis for prediction, though not necessarily when it serves as a slogan or a vague warning; (b) that the distinction between the subject matter of schools and the subject matter of everyday life is a viable one, though…
On Causality
Operational Definitions
An Elaboration of a Cardinal Goal of Science Instruction
In this essay I offer a set of characteristic scientific activities, accompanied by principles to be used as guides in performing these activities, and dispositions that are desirable for the person performing these activities to have. This set is intended to provide a rough and ready elaboration of scientific thinking as a goal for our schools and colleges. Although they are here labeled scientific, they are intended to apply to other activities…
Learning one's responses and only one's responses
Operational Definitions
Logic and language of education
Logic in Teaching
Book Reviews Get access Logic in Teaching. By Robert H. Ennis. (Englewood Cliffs, N.J.: Prentice-Hall. 1969. Pp. xiv + 520. Price 85s.) N. G. E. Harris N. G. E. Harris Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 20, Issue 81, October 1970, Pages 407–408, https://doi.org/10.2307/2217670 Published: 01 October 1970
On Causality
Equality of Educational Opportunity
Identifying implicit assumptions
Research Notes
Abandon Causality
Critical Thinking and Subject Specificity
The claim that critical thinking is subject specific appears, to be of practical importance and theoretical interest. Its meaning is unclear, however, and discussions of its are often confusing and at cross purposes. In an attempt to clarify the topic, Ennis offers a number of distinctions, including a distinction among three versions of subject specificity: domain, epistemological, and conceptual subject specificity. He holds that the first two …
The Extent to Which Critical Thinking Is Subject-Specific
In this response to McPeck’s reply to my paper, I briefly summarize my earlier essay, and make four major points: (a) that the vagueness of the concepts, domain, field, and subject, is a problem when subject specificity serves as a basis for prediction, though not necessarily when it serves as a slogan or a vague warning; (b) that the distinction between the subject matter of schools and the subject matter of everyday life is a viable one, though…
An Elaboration of a Cardinal Goal of Science Instruction
In this essay I offer a set of characteristic scientific activities, accompanied by principles to be used as guides in performing these activities, and dispositions that are desirable for the person performing these activities to have. This set is intended to provide a rough and ready elaboration of scientific thinking as a goal for our schools and colleges. Although they are here labeled scientific, they are intended to apply to other activities…
Critical thinking assessment
entre docentes, pero por edades sino por niveles de contratación (decreto 1278 y 2277) y de lugar de enseñanza (rural y urbano) y que imposibilita el encuentro identitario que da estructura al sistema vivo que debiera ser el territorio educativo.De esta forma el territorio, en condiciones desiguales y asimétricas, se encuentra organizados por imaginarios sociales cómo que la función del docente es representar los ideales del Ministerio de Educaci…
Critical Thinking Across the Curriculum
Psychology (11 obras) · Computer Science (8 obras) · Philosophy (8 obras) · Epistemology (7 obras) · Mathematics education (6 obras) · Sociology (6 obras) · Education and Critical Thinking Development (5 obras) · Pedagogy (5 obras) · Philosophy (5 obras) · Causality (physics (3 obras)