Critical Thinking
Greetings. The following materials are intended to provide an introduction to Critical Thinking. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Sibel Tatar
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Critical Thinking Lesson Plans
The Critical Thinking Community
Teaching Critical Thinking
Critical Thinking on the Web
Critical Thinking: Promoting It in the Classroom. ERIC Digest
Strategies for Teaching Critical Thinking. ERIC/AE Digest
How Can We Teach Critical Thinking? ERIC Digest
Critical Thinking in the Social Studies. ERIC Digest
Reflective Thought, Critical Thinking. ERIC Digest
Critical Thinking Across the Curriculum Project
Citations from ERIC Database - Elementary
AN: EJ637960
AU: del-Solar,-Rafael-Gonzalez; Marone,-Luis
TI: The "Freezing" of Science: Consequences of the Dogmatic Teaching of Ecology.
PY: 2001
SO: Bioscience-; v51 n8 p683-86 Aug 2001
DEM: *Critical-Thinking; *Ecology-; *Social-Action; *Teaching-Methods
DER: Elementary-Secondary-Education; Environmental-Education; Instructional-Effectiveness; Natural-Resources; Postsecondary-Education; Science-Curriculum
AB: Analyzes some epistemological attributes of ecological hypotheses and theories and tries to connect them with the need for teaching strategies that take into account the strong provisional character of ecological knowledge. Shows that critical thinking is an essential tool in both learning and practicing ecological science. (DDR)
AN: EJ637650
AU: Schroeder,-Eileen-E.; Zarinnia,-E.-Anne
TI: Problem-based Learning: Developing Information Literacy through Real Problems.
PY: 2001
SO: Knowledge-Quest; v30 n1 p34-35 Sep-Oct 2001
NT: Presented at the American Association of School Librarians (AASL) National Conference: Coming Together as a Community of Learners (10th, Indianapolis, IN, November 14-18, 2001).
DEM: *Problem-Solving; *Student-Research
DER: Critical-Thinking; Elementary-Secondary-Education; Information-Literacy; Information-Skills; Library-Skills; School-Libraries; Teaching-Methods
AB: Illustrates how problem-based learning can be a context for developing information problem-solving skills, from defining an information need to evaluating information to articulating ideas through argumentation. It supports critical thinking, teaching for understanding, and development of student information literacy skills. (AEF)
AN: ED455221
AU: Wood,-Alexander-T.; Anderson,-Carol-H.
TI: The Case Study Method: Critical Thinking Enhanced by Effective Teacher Questioning Skills.
PY: 2001
NT: Paper presented at the Annual International Conference of the World Association for Case Method Research & Application (18th, Lund, Sweden, June 17-20, 2001).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455221
DEM: *Case-Method-Teaching-Technique; *Critical-Thinking; *Questioning-Techniques; *Thinking-Skills
DER: Discussion-Teaching-Technique; Elementary-Secondary-Education; Ethics-; Inquiry-; Metacognition-; Teaching-Methods
AB: A diverse body of educational research provides strong theoretical support for the development of higher order cognitive learning skills through case teaching. Case study teachers can improve their questioning skills to enhance students' critical thinking. The theoretical background for questioning in case method teaching and learning is traceable to the functionalism and pragmatism of John Dewey and William James, the cognitive domain classification system of Benjamin Bloom, the cognitivists' conception of metacognition, and the reflective thinking of existentialists. The diathesis theory of human predisposition to either healthy wholeness or diseased fragmentation can be applied effectively to case study teaching. For anyone using the case study method (particularly cases involving ethical or other social issues), several factors should be considered: opportunities occur for both low and high levels of cognitive experiences, the writing-to-learn questionnaire leads to clear and succinct responses, and teachers should prepare a series of open-ended and probing discussion questions. An appendix presents a sample case involving a new teacher on the first day of the job facing a group of difficult students. The students were violent, the environment hostile, the fellow teachers belittling, and the teacher had to handle the challenge of the situation (Contains 17 references and 3 tables.) (SM)
AN: EJ612783
AU: Austin,-Patricia
TI: Literary Pen Pals: Correspondence about Books between University Students and Elementary Students.
PY: 2000
SO: Reading-Horizons; v40 n4 p273-94 2000
DEM: *Childrens-Literature; *Literature-Appreciation
DER: College-Students; Critical-Thinking; Elementary-Education; Grade-3; Grade-4; Higher-Education; Instructional-Effectiveness; Intergenerational-Programs; Reading-Research
AB: Engages students in critical thinking about what they read and involves students in authentic literacy activities by implementing a semester-long pen pal program. Examines the nature of the letters, categorizes the kinds of questions asked, and notes the patterns of communications between the pen pal pairs in order to glean the benefits to both groups. (SC)
AN: ED444993
AU: Trier,-James-D.
TI: Using Popular "School Films" To Engage Student Teachers in Critical Reflection.
PY: 2000
NT: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED444993
DEM: *Critical-Thinking; *Films-
DER: Creative-Teaching; Critical-Viewing; Elementary-Secondary-Education; Higher-Education; Popular-Culture; Preservice-Teacher-Education; Student-Teachers; Teaching-Methods
AB: This paper describes the use of school films (popular movies that are in some way about an educator or student) to engage student teachers in critically reflective practice. The paper begins by describing the main goals of the effort, examining the basic structure of the practicum that involves these films, and explaining the various constraints that must be overcome in the practicum. The paper then explains why school movies are used in the practicum, reviews how other teacher educators have drawn on school films in their work with student teachers, and provides detailed examples of some of the activities and projects that have been designed around the use of school movies. The paper finishes with conclusions drawn about using school films as pedagogical devices that invite student teachers to think in critically reflective ways about a range of important issues related to education. Appendices include a working list of school films. (Contains 36 references.) (SM)
AN: ED443693
AU: Peters,-Richard-Oakes
TI: Helping Students Develop a 21st Century Environmental & Social Ethic.
PY: 2000
AV: ECO/SOCIAL Studies Network, 498 Hinton Street, Port Charlotte, FL 33954.
NT: A project of the ECO/SOCIAL Studies Network.
PR: EDRS Price MF01/PC11 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED443693
DEM: *Citizenship-; *Ecology-; *Ethics-; *Interdisciplinary-Approach; *Social-Studies
DER: Critical-Thinking; Decision-Making; Elementary-Secondary-Education; Environmental-Education; Extracurricular-Activities; Lesson-Plans; Problem-Solving
AB: This document presents an interdisciplinary curriculum in ecology and social studies for the K-12 grade level. Topics include: (1) A Model Strategy; (2) Participatory Citizenship; (3) Graphic Studies; (4) Globescope Matrices; (5) Nurturing an Environmental and Social Ethic; (6) Unit Outline; and (7) Lesson Design Format. Ecology lesson plans are as follows: (1) Flora and Fauna; (2) Sensing the Lifespace Environment; (3) Introduction to Ecology; (4) Defining the Environment; (5) Natural Resources; (6) Nature in Art, Music, and Literature; (7) Earth's Carrying Capacity; (8) Habitat and Species; (9) Biome: Deserts; (10) Biome: Mountains; (11) Biome: Rainforests; (12) Biome: Wetlands; (13) Environmental Engineering; (14) Pollution; (15) Land Use: Policies and Practices; (16) Sustainable Development; (17) Conservation and Stewardship; and (18) Understanding the Hydrosphere. (YDS)
AN: EJ601266
AU: Kaufman,-Roger
TI: Education Past, Present, and Future: From How to What to Why.
PY: 2000
SO: International-Journal-of-Educational-Reform; v9 n1 p2-8 Jan 2000
DEM: *Change-Strategies; *Definitions-; *Educational-Improvement; *Educational-Objectives; *Needs-Assessment; *Strategic-Planning
DER: Elementary-Secondary-Education; Productivity-; Program-Design; Program-Implementation; Quality-Control; Systems-Approach; Total-Quality-Management
AB: The future of educational design, development, and improvement lies in integrating "how" with "what" and "why." Critical strategic thinking factors include abandoning comfort zones; focusing on ends, not means; linking all three planning and result levels; starting with an ideal vision; preparing measurable objectives; and properly defining "need." (Contains 115 references.) (MLH)
AN: EJ566908
AU: Schwartz,-Phyllis
TI: Where's Waldo and What is He Thinking? A Search for Critical Thinking in the Classroom.
PY: 1997
SO: Canadian-Social-Studies; v32 n1 p22-23,27 Fall 1997
DEM: *Critical-Thinking; *Debate-; *Simulation-; *Social-Studies; *Thinking-Skills
DER: Elementary-Education; Evaluative-Thinking; Foreign-Countries; Learning-Activities; Problem-Solving; Role-Playing; Student-Improvement; Teaching-Methods
AB: Describes two classroom activities that introduce critical-thinking skills into social studies instruction. One is a debate, followed by position papers, on the contribution of Christopher Columbus. The other is a simulation of a Constitutional Amendment conference. Discusses which parts of the lessons specifically focus on critical-thinking skills. (MJP)
AN: ED421688
TI: Critical Thinking and Literature-Based Reading. Report.
CS: Institute for Academic Excellence, Inc. Madison, WI.
PY: 1997
AV: Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036; The Institute for Academic Excellence, 901 Deming Way, Suite 101, Madison, WI 53717; toll-free phone: 800-200-4848 (free).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED421688
DEM: *Critical-Thinking; *Independent-Reading; *Learning-Processes; *Thinking-Skills
DER: Educational-Theories; Elementary-Secondary-Education; Instructional-Effectiveness; Learning-Experience; Whole-Language-Approach
AB: This report discusses how three major strains of educational research are converging on a compelling new concept: critical thinking is not a set of skills to be taught, but a natural capacity, involving creating and revising patterns of information to be exercised and strengthened. Thus, according to the report, the appropriate classroom practice is not a set of lesson plans, but an orchestrated experience of challenging, engaging learning experiences. The report characterizes reading as one of the most powerfully thought-provoking experiences available to us, as readers exercise critical thinking in order to construct meaning from text. With the addition of the new technology of learning information systems such as Accelerated Reader, teachers can guide and motivate students to read text that is both interesting and appropriately challenging. In nine sections, the report discusses evidence of the reading-thinking link; what critical thinking is; recent approaches in educational theory; a new consensus on critical thinking; literature-based reading and critical thinking; what kind of reading best develops critical thinking; Accelerated Reader and the zone of proximal development; reading and other thinking activities; and offers a conclusion. Fourteen references are attached. (SR)
ED410022
AU: Pritchard,-Michael-S.
TI: Reasonable Children: Moral Education and Moral Learning.
PY: 1996
AV: University Press of Kansas, 2501 West 15 Street, Lawrence, KS 66049-3904; phone: 913-864-4155; fax: 913-864-4586 (cloth: ISBN-0-7006-0796-X, $29.95; paper: ISBN-0-7006-0797-8, $12.95).
PR: Document Not Available from EDRS.
DEM: *Children-; *Critical-Thinking; *Moral-Development; *Philosophy-
DER: Definitions-; Elementary-Secondary-Education; Empowerment-; Ethical-Instruction; Ethics-; Moral-Issues; Moral-Values; Parent-Role; School-Role; Science-Instruction; State-Church-Separation; Thinking-Skills
AB: Noting that reasonableness is not to be equated with rationality but is a form of rationality, this book explores ways in which educators can help children develop the capacity to be reasonable within the context of moral development. In Chapter 1, "Reasonable Children," the concept "reasonableness" is defined in the context of morality. Chapter 2, "Aims and Goals of Moral Education," adapts the goals and objectives of the Hastings Center for teaching ethics in higher education to moral education in the schools. Chapter 3, "Philosophy for Children," maintains that the key to promoting children's reasonableness is to provide them with opportunities to develop their philosophical abilities. Chapter 4, "What Is Critical Thinking?" and Chapter 5, "Critical Thinking in the Schools," discuss the recent concern with critical thinking in education and suggest ways in which critical thinking could be linked to moral education, with special attention to science instruction. Chapters 6 through 8 address several concerns about the role of schools in enriching the moral education of children, such as moral authority, indoctrination, relativism, the church-state relationship, and the role of the family and of teachers. The theme underlying these chapters is that it is appropriate for public schools to help students develop capacities for reasonableness but that doing so calls for empowering rather than indoctrinating children. Chapter 9, "Case by Case Reasoning," discusses how empowered children might proceed on their own in ways that are mutually respectful and supportive. Chapter 10 is "Concluding Thoughts." (Contains approximately 75 references.) (KB)
ED393135
AU: Hugenberg,-Lawrence-W.; Patsey,-Barbara-S.
TI: Helpful Hints toward Critical and Creative Thinking in the Classroom.
PY: 1995
NT: Paper presented at the Annual Meeting of the Speech Communication Association (81st, San Antonio, TX, November 18-21, 1995).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED393135
DEM: *Critical-Thinking; *Speech-Communication; *Thinking-Skills
DER: Class-Activities; Elementary-Secondary-Education; Higher-Education; Student-Development
AB: Suggesting that critical thinking activities are the crux of many of the goals and objectives of communication education, this paper summarizes a sample of the literature on critical thinking. Based on the review, the paper notes that: (1) a consensus exists regarding what critical thinking is and what specific skills are acquired through varied activities and are applied differently by students in specific situations; and (2) educators recognize that there are multiple ways of helping students learn to think in a critical manner in their classes. The paper also takes a more practical approach to the discussion of critical thinking for the K-12 teacher by appending 14 sample exercises or class activities taken from instructor's manuals used in many beginning communication courses at colleges and universities. Contains 58 references. Additional appendixes provide a 111-item list of additional readings in critical thinking and 6 brief hints on using or modifying exercises for critical thinking. (Author/RS)
Citations from ERIC Database - Secondary
AN: EJ637650
AU: Schroeder,-Eileen-E.; Zarinnia,-E.-Anne
TI: Problem-based Learning: Developing Information Literacy through Real Problems.
PY: 2001
SO: Knowledge-Quest; v30 n1 p34-35 Sep-Oct 2001
NT: Presented at the American Association of School Librarians (AASL) National Conference: Coming Together as a Community of Learners (10th, Indianapolis, IN, November 14-18, 2001).
DEM: *Problem-Solving; *Student-Research
DER: Critical-Thinking; Elementary-Secondary-Education; Information-Literacy; Information-Skills; Library-Skills; School-Libraries; Teaching-Methods
AB: Illustrates how problem-based learning can be a context for developing information problem-solving skills, from defining an information need to evaluating information to articulating ideas through argumentation. It supports critical thinking, teaching for understanding, and development of student information literacy skills. (AEF)
AN: EJ624059
AU: Ball,-Arnetha-F.
TI: Empowering Pedagogies That Enhance the Learning of Multicultural Students.
PY: 2000
SO: Teachers-College-Record; v102 n6 p1006-34 Dec 2000
DEM: *Black-Students; *Community-Education; *Consciousness-Raising; *Multicultural-Education; *Teaching-Methods
DER: Black-Teachers; Critical-Thinking; Elementary-Secondary-Education; Nontraditional-Education; Student-Empowerment; Urban-Schools
AB: Discusses the tenets of critical pedagogy, describing research on the presence of those tenets within discourse patterns and pedagogical practices in urban, community-based classrooms. Discourses and pedagogies of three female, African American teachers are highlighted, examining how teachers challenge students to consider alternate life possibilities, become critical thinkers, and consider transformation of their own and others' life situations. (SM)
AN: EJ614224
AU: Pithers,-R.-T.; Soden,-Rebecca
TI: Critical Thinking in Education: A Review.
PY: 2000
SO: Educational-Research; v42 n3 p237-49 Win 2000
DEM: *Critical-Thinking; *Metacognition-; *Thinking-Skills
DER: Higher-Education; Secondary-Education; Teaching-Methods
AB: A literature review suggested that some teaching methods may inhibit development of critical thinking, including teaching that rewards quiet nonthinkers, belief that there is only one way to teach it, and emphasis on the "right answer." Because critical thinking and problem solving are not isolated activities, situated approaches and problem-based learning are promising methods. (Contains 49 references.) (SK)
AN: ED454035
AU: Jones,-H.-E.-Melville; Haynes,-B.-T.
TI: Teaching Thinking Skills: Mapping the Arguments for Curriculum Choices Revisited.
PY: 1999
AV: For full text: http://www.aare.edu.au/99pap/mel99174.htm.
NT: Paper presented at the combined Annual Meeting of the Australian Association for Research in Education and the New Zealand Association for Research in Education (Melbourne, Australia, November 29-December 2, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED454035
DEM: *Critical-Thinking; *Curriculum-Development; *Thinking-Skills
DER: Elementary-Secondary-Education; Mathematics-Education; Teaching-Methods
AB: This paper explores the teaching of thinking through description and analysis of the infusion approach as exemplified in the work of Robert Swartz, David Perkins, and Sandra Parks. After consideration of a substantive contentious issue raised by the analysis, the logic of curriculum decision-making in relation to the choice of ways of teaching thinking is considered. A way of discussing the exemplar is explored along with a view to the possibility of applying the same approach to discussing two other ways of teaching thinking skills: critical thinking and critical thinking within the subject disciplines (the framework approach). Analysis reveals a substantive contentious issue that may help shed light on the issues to be considered in establishing the logic of curriculum decision making. What remains to be seen is whether this connection is informative in relation to mapping the arguments for curriculum choices, and whether a similar approach can be used in considering other ways of teaching thinking skills. (ASK)
AN: EJ578504
AU: Benoit,-Bob
TI: Problem Based Learning and Technology: Love at First Byte.
PY: 1998
SO: Social-Studies-Review; v38 n1 p21-23 Fall-Win 1998
DEM: *Critical-Thinking; *Educational-Objectives; *Educational-Technology; *Problem-Solving
DER: Bibliographies-; Computer-Assisted-Instruction; Computer-Uses-in-Education; Educational-Principles; Elementary-Secondary-Education; Literature-Reviews; Logical-Thinking; Social-Studies
AB: Observes that most educators agree that an essential goal of education is the development of students who are effective problem solvers. Describes Problem Based Learning (PBL) environments where students act as professionals and confront problems as they occur. Outlines the stages of PBL and provides a bibliography for further reading. (DSK)
AN: EJ510993
AU: Wheary,-Jennifer; Ennis,-Robert-H.
TI: Gender Bias in Critical Thinking: Continuing the Dialogue.
PY: 1995
SO: Educational-Theory; v45 n2 p213-24 Spr 1995
NT: One of four papers in: "Symposium: Is Critical Thinking Biased?"
DEM: *Critical-Thinking; *Females-; *Sex-Bias
DER: Educational-Research; Elementary-Secondary-Education; Equal-Education; Higher-Education; Literature-Reviews; Public-Education; Sex-Discrimination; Stereotypes-
AB: Reviews three areas of critical thinking suspected of reflecting a male bias: discrimination against females in educational settings where critical thinking is taught, neglect of females in research about thinking, and conceptions of critical thinking that emphasize characteristics typically attributed to males over those typically attributed to females. (SM)
AN: EJ502218
AU: Wright,-Ian
TI: Making Critical Thinking Possible: Options for Teachers.
PY: 1995
SO: Social-Education; v59 n3 p139-43 Mar 1995
NT: Theme issue topic: "Teaching Students to Think."
DEM: *Critical-Thinking; *Curriculum-Development; *Learning-Strategies; *Teaching-Methods; *Thinking-Skills
DER: Cognitive-Processes; Course-Content; Educational-Objectives; Elementary-Secondary-Education; Foreign-Countries; Learning-Processes; Social-Studies; Student-Attitudes; Student-Behavior; Teacher-Behavior
AB: Maintains that, before developing a curriculum to teach critical thinking in the social studies, it is necessary to conceptualize what critical thinking is. Discusses three definitions of critical thinking along with three strategies for teaching critical thinking. (CFR)
AN: ED391782
AU: Fasko,-Daniel, jr.
TI: Critical Thinking and Moral Reasoning: Can You Have One without the Other?
PY: 1994
NT: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Nashville, TN, November 8-11, 1994).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED391782
DEM: *Creative-Thinking; *Critical-Thinking; *Curriculum-Design; *Moral-Development; *Thinking-Skills
DER: Elementary-Secondary-Education; Ethics-; Higher-Education; Literature-Reviews
AB: Much research has been done on critical thinking and on moral reasoning, but little has been conducted or reported on the relationship between the two. Since these two abilities are of current concern at all levels of education and since students are supposed to develop the ability to think analytically and behave ethically, it seems that some determination should be made as to if and/or how these two abilities are related. Some researchers have attempted to integrate creative thinking skills with moral reasoning skills and have found them generally to be related. In considering the importance of both critical thinking and moral reasoning, several researchers have recommended that children can learn that ethical acts must have reasons. They have suggested a method called "Ethical Inquiry" to facilitate this learning and relationship. In a sense, it has been pointed out, "ethical reasoning" is logically valid moral reasoning. If moral education is considered character education and reasoning or cognition an important aspect of this process, then issues of character may also be issues of cognition. Implications for curriculum design and research are noted, including several curriculum models reported in the literature. (Contains 21 references.) (Author/ND)
AN: ED369655
AU: Allen,-Robert-D.; Stroup,-David-J.
TI: Teaching Critical Thinking Skills in Biology.
CS: National Association of Biology Teachers, Reston, VA.
PY: 1993
AV: National Association of Biology Teachers (NABT), 11250 Roger Bacon Drive, #19, Reston, VA 22090 ($15 for members, $20 for non-members, plus shipping and handling; quantity discounts available).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Biological-Sciences; *Critical-Thinking; *Educational-Strategies; *Science-Instruction; *Thinking-Skills
DER: Science-Activities; Science-Curriculum; Science-Process-Skills; Scientific-Concepts; Secondary-Education; Secondary-School-Science; Teaching-Methods
AB: Currently, the biological sciences' arsenal of information and knowledge is increasing at such a rate that teachers cannot expect or be expected to teach all the "facts" that are known. Instead many are suggesting that teachers should help students to develop an ability to use and apply fundamental concepts in a critical and analytical way. To help teachers fulfill this goal, this document provides a discussion of why critical thinking should be taught, instructional strategies, and discussions of what is effective practices, how to implement critical thinking, what difficulties students and instructors may face, and what thinking skills are emphasized on standardized tests. Contains 20 references. (ZWH)
AN: EJ473734
AU: Lawson,-Anton-E.
TI: At What Levels of Education Is the Teaching of Thinking Effective?
PY: 1993
SO: Theory-into-Practice; v32 n3 p170-78 Sum 1993
DEM: *Creative-Thinking; *Critical-Thinking; *Skill-Development; *Thinking-Skills
DER: College-Instruction; Educational-Theories; Elementary-Secondary-Education; Higher-Education; Literature-Reviews; Teaching-Methods
AB: A research review suggests that educational practice which nurtures the development of thinking skills in a free mind is effective for all. The paper describes the nature of thinking and the knowledge generation process. Success depends upon students having an opportunity to explore, question, and generate and test answers. (SM)
A Commitment To Critical Thinking |
AN: ED361761
AU: Manuto,-Ron
TI: Critical Thinking Theory and Research: A Movement in Search of Itself.
PY: 1993
NT: Paper presented at the Annual Meeting of the Eastern Communication Association (New Haven, CT, April 28-May 2, 1993).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED361761
DEM: *Critical-Thinking; *Research-Needs; *Thinking-Skills
DER: Elementary-Secondary-Education; Higher-Education; Individual-Differences; Interdisciplinary-Approach; Nature-Nurture-Controversy; Social-Influences
AB: The effort to strengthen the critical thinking skills of students in the last two decades has led to an abundance of instructional programs instituted across disciplines and integrated into core curricular requirements at United States colleges and universities. There is no theoretical consensus about what critical thinking is; neither is there a consensus about what standards or rules are needed to guide the differences between "good" and "bad" reasoning. Whether or not theorists and researchers address the issue, critical thinking is a function of intellectual performance. Differences across groups or populations are either largely inherited, learned, or some combination of both, the precise breakdown of which is still not fully understood. The theoretical notion that the brain and the exercise of its potential is somehow immutable is a myth. Those who argue that environmental and social influence are the only controlling elements of the explanation of intellectual performance are equally narrow in their analysis. The research in critical thinking, though well-intentioned and important, is in its infancy. If valid and effective programs are to be developed at all levels of education, then a more effective interdisciplinary approach appears a necessity, one that includes biologists and neurologists. (Contains 34 notes.) (RS)
AN: EJ433695
AU: Court,-Deborah
TI: Teaching Critical Thinking: What Do We Know?
PY: 1991
SO: Social-Studies; v82 n3 p115-19 May-Jun 1991
DEM: *Classroom-Environment; *Critical-Thinking; *Decision-Making; *Student-Educational-Objectives; *Teacher-Role; *Teaching-Models
DER: Academic-Achievement; Accountability-; Elementary-Secondary-Education; Information-Processing; Logical-Thinking; Moral-Values; Problem-Solving; Skill-Development; Student-Development; Student-Evaluation; Thinking-Skills; Value-Judgment
AB: Assesses critical thinking teaching models, including skill development, problem-solving, logical thinking, multiaspect, and information processing approaches. Stresses creating open classroom environments where critical thinking that fosters effective, thoughtful decision making can flourish. Argues that teaching can and should be less authoritarian and less examination driven, while still providing guidance and accountability. (CH)
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