Critical Thinking: Intellectual Standards Essential to Reasoning Well Within Every

Domain of Human Thought, Part 4

Author(s): Richard Paul and Linda Elder
Source: Journal of Developmental Education , SPRING 2014, Vol. 37, No. 3 (SPRING
2014), pp. 34-35
Published by: National Center for Developmental Education, Appalachian State
University

Stable URL: https://www.jstor.org/stable/24614036

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 Critical Thinking* Intellectual Standards Essential
to Reasoning Well Within Every Domain of Human
Thought, Part 4
By Richard Paul and Linda Elder

In the last few columns we introduced the idea of intellectual standards,
offering an analysis of the term as an explicit concept (entailing many other
concepts) to be employed in teaching and learning, and in human societies
more broadly. We focused on these essential intellectual standards: clarity,
accuracy, precision, relevance, depth, breadth, logic, significance, and fairness,
exemplifying and explaining each one in brief. We argued that intellectual
standards are necessary for cultivating the intellect and living a rational life.
In this column we illuminate the importance of understanding intel
lectual standards as existing in conceptual constellations, or webs, each having
distinguishable core meanings; they are best understood in relationship with
one another, ultimately as a system of interrelated and integrated concepts.
We present some of the essential intellectual standards in constellations to
illustrate this understanding visually (see Figure 1).

Important Vs. Unimportant Precise Vs. Imprecise

Exact
Significant Pressing Detailed
Substantial Approximate Rough
Painstaking
Imperative Indispensable
Crucial Urgent Careless
Particular
Necessary Methodical inexact
ict
•III Exigent
Specific Sloppy
Essential Meticulous
Substantive
Weighty Vital

Principalal Required
Considerable Critical Vs. Unclear

Trivial Superb'
Intelligible
Inconsequential Insignificant Well-Defined
Foggy
Straight Forward Ambiguous Hazy
Vague
Minor
Unimportant
Explicit obvious Fuzzy
Fuzzy Obscure
Negligible Unnecessary
Perceptible
Unambiguous Cloudy Incomprehensible
Superfluous Transparent

Accurate Relevant Vs. Irrelevant

Vs. Inaccurate

Unquestionable Pertinent Apposite Immaterial

Undeniable Unrelated
t - Cogent Impertinent ,
Factual jrue
Verifiable Definitive Inapplicable
Fitting
Conclusive Credible
Unconnected
Correct Reliable ^ Applicable Germane Useful Extraneous
Peripheral

Certain Undistorted
Undisputable |ndubitable Original Vs. Unoriginal

. Questionable Ingenious
Flawed Tolerable
Envisioning |nnovative Second Rate Mediocre
Unique
Wrong
Inventive Hum Drum
Seminal
Faulty Passable
Incorrect Inspiring
Mistaken Paradigm-Shifting Creative Common Place
Middling

Figure 7. Sample intellectual standard terms' constellations—displaying interconnected ideas—and opposite terms' constellati
Reprinted with permission from Elder, L. & Paul, R. (2008). The thinker's guide to intellectual standards: The words that name them and the
criteria that define them. Tomales, CA: Foundation for Critical Thinking, pp. 18-19.

34 JOURNAL o/DEVELOPMENTAL EDUCATION

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 Intellectual Standard Words Form Systems of The following adjectives describe what relates to and has a direct bearing on
Interrelated Meanings the matter at hand.

Something relevant is connected with a subject or issue, performed experiments

Intellectual standards are best understood as a network of ideas that intercon relevant to her research.

nect in various ways, sometimes overlap, and often vary along a continuum
(serving a range of purposes). They assist making reasonable judgments
and assess reasoning in ways that make most sense. Intellectual standard
terms can be specific or general in nature. They may entail other intellectual
standard terms. They may have limited or broad use.
In this section we exemplify some of the ways in which intellectual
standard words form what we term "constellations." We focus on some of the
Pertinent suggests a logical, precise relevance: assigned pertinent articles for the
class to read.
Germane implies close kiaship and appropriateness: "He asks questions that are
germane and central to the issue" (Marlin Fitzwater).
Something material is not only relevant but also crucial to a matter: reiterated
the material facts of the lawsuit.

most important and powerful intellectual standards in the English language. Apposite implies a striking appropriateness and pertinence: used apposite verbal

Realize that the examples are just that, a small set of cases from the vast array images in the paper.

of intellectual standards in natural languages or, in other words, everyday Something apropos is both to the point and opportune: an apropos comment
spoken language. We focus on standards that, if used regularly, will signifi that concisely answered my question.
cantly improve the quality of human judgments and decisions. We present
The following nouns refer to the quality of being in accord with fact or reality.
these standards in groupings with what might be considered the paradigm
concept in the middle and related and similar concepts around that central Truth is a comprehensive term that in all of its nuances implies accuracy and
honesty: "We seek the truth, and will endure the consequences" (Charles Seymour).
concept. Each constellation contains a range of nuanced meanings within
a central concept. Some may be used synonymously. Veracity is adherence to the truth: "Veracity is the heart of morality" flhomas
Within each constellation of intellectual standards segment you will find H. Huxley).
their opposites. To fully conceptualize any particular intellectual standard Verity often applies to an enduring or repeatedly demonstrated truth: "beliefs
requires an understanding of how that standard can be violated in multiple that were accepted as eternal verifies" (James I larvey Robinson).
contexts. This is most easily understood by studying intellectual standards
Verisimilitude is the quality of having the appearance of truth or reality: "merely
in relationship to their opposites. Again, the analysis represents a raw begin
corroborative detail, intended to give artistic verisimilitude to an otherwise
ning, as there are at least hundreds of words in the English language (or in bald and unconvincing narrative" (W.S. Gilbert).
any given ordinary or natural language) that qualify as intellectual standard
terms in particular contexts. The following adjectives mean free from favoritism,
self-interest, or preference in judgment.
Nuanced Similarities and Differences Between
Fair is the most general: a fair referee; a fair deal.
and Among Intellectual Standards
lust stresses conformity with what is ethically right or proper: "a just and lasting
Again, intellectual standards are best understood as a network of intercon
peace" (Abraham Lincoln).
nected, overlapping concepts, rather than a list of atomic disconnected ideas.
Equitable implies justice dictated by reason, conscience, and a natural sense of
A well-researched dictionary will sometimes illuminate the nuances among
what is fair: an equitable distribution of gifts among the children.
them, as well as identify how some intellectual standards imply other intel
lectual standards (see Figure 2). Impartial emphasizes lack of favoritism: "the cold neutrality of an impartial
judge"(Edmund Burke).
Conclusion
Unprejudiced means without preconceived opinions or judgments: an
As you read through this series of articles on intellectual standards, unprejudiced
it is evaluation of the proposal.
prudent to remember that, though intellectual standards are central toUnbiased
the implies absence of a preference or partiality: gave an unbiased account
cultivation of the intellect, and hence should be placed at the core of teaching
of herfamily problems.
and learning, colleges and universities across the world are still a far distance
Objective implies detachment that permits impersonal observation and judgment:
from this reality. In the next column we discuss the basic relationship between
an objective jury.
intellectual standards and natural cognitive processes, pointing out that
Dispassionate means free from or unalfected by strong emotions: a dispassionate
people often mistakenly perceive cognitive processes such as analyzing,
reporter.
synthesizing, comparing and contrasting to implicitly entail adherence to
intellectual standards, when in fact intellectual standards may as easily be
violated as not in human thought and action. Figure 2. Dictionary definitions that exemplify nuances among
intellectual standard terms.
Richard Paul is director of the Center for Critical Thinking and Reprinted
director with permission from Elder, L., & Paul, R. (2008). The
for research of the Foundation for Critical Thinking. Linda Elder is thinker's
an educa guide to intellectual standards: The words that name them and
tional psychologist and president of the Foundation for Critical Thinking,
the criteria that define them. Tomales, CA: Foundation for Critical
Tomales, CA: www.criticalthinking.org Q Thinking, p. 25.

VOLUME 37, ISSUE 3 • SPRING 2014 35

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