This autobiographical piece is in response to Frank Fair’s kind invitation to write a reflective piece on my involvement over the last 30 years in the critical thinking movement, with special attention given to 18 years of assessment data as I assessed students’ critical thinking outcomes at Baker University. The first section of the paper deals with my intellectual history and how I came to a specific understanding of CT. The second deals with the Baker Experiment in combining instruction in (...) CT with written composition, with a special focus on Deductive Reconstruction. The third section goes over our attempts at assessment and what we discovered by using three separate tests. The final section of the paper presents my conclusions about the challenges of teaching CT based on the Baker Experiment. (shrink)

Critical thinking is considered an essential educational goal. As a result, many philosophers dreamed their departments would offer multiple sections of CT, hence justifying hiring additional staff. Unfortunately, this dream did not materialize. So, similar to a current theory about teaching writing, “critical thinking across the curriculum” has become a popular idea. While the idea has appeal and unquestionable merit, I will argue that the likelihood the skills necessary for effective CT will actually be taught is minimal.

After critiquing the arguments against using formal logic to teach critical thinking, this paper argues that for theoretical, practical, and empirical reasons, instruction in the fundamentals of formal logic is essential for critical thinking, and so should be included in every class that purports to teach critical thinking.

Since the 80s, educators have supported instruction in critical thinking as “an Educational Ideal.” This should not be a surprise given some of the more common conceptions, e.g., Ennis’s “reasonable reflective thinking on what to believe or do,” or Siegel’s “being appropriately moved by reasons,” as opposed to bias, emotion or wishful thinking. Who would want a doctor, lawyer, or mechanic who could not skillfully evaluate arguments, causes, and cures? So, educators endorsed the dream that, through proper CT instruction, students’ (...) critical skills and “rational passions” could be greatly improved. In spite of the dream’s appeal, the reality is, after 30+ years, there is little reason to think the dream resembles reality. After describing what I take to be an adequate definition of CT, such a depressing conclusion will be supported by CT assessment scores from across academe, the continued widespread disagreement among experts in nearly all fields, including CT, and the abundant psychological research on rationality and decision making. And finally, while the ideal extols the value of objectivity, I shall argue that bias may be unavoidable because personal values play a vital role in the evaluation of many arguments. (shrink)

Some researchers have claimed that there is no significant correlation between students’ majors and their performance on standardized critical thinking tests. This paper provides both evidence and arguments that that claim may well be false. Besides arguments based on the correlation between students’ majors and other standardized tests, data from Baker University’s Critical Thinking and Writing Program show large differences in effect size gains relative to students’ majors.

In this paper, after showing how the postmodern critiques of Enlightenment rationality apply to critical thinking, I argue that a critical discussion on any subject must assume specific principles of rationality. I then show how these principles can be used to critique and reject postmodern claims about the contextual nature of rationality.

This paper provides evidence and arguments that, given the choice of teaching critical thinking and written composition as separate, stand-alone courses or combining them, the two should be combined into an integrated sequence.

In "The Problem with Percy: Epistemology, Understanding and Critical Thinking," Sharon Bailin argues that critical thinking skills do not generalize because students do not understand the larger epistemological picture in which to situate the importance of arguments and reasons. More plausible explanations are: (I) instructors across the disciplines do not give assignments requiring critical thinking (CT) skills, (2) single courses in CT have little effect, (3) pragmatic arguments showing the effectiveness of CT are more effective than epistemological arguments with the (...) average student. So to achieve the generalization of the logical skills and intellectual dispositions inherent in CT courses, CT thinking cannot be departmentalized. (shrink)

After summarizing Plantinga’s critique of “classical foundationalism” and his substitute, Reformed epistemology, the paper argues that Reformed epistemology has so many problems that it is not an adequate substitute for classical foundationalism. Given Plantinga’s reformed epistemology, believers of any religion could have “knowledge of their God.” This is because Plantinga has not set forth the justifying conditions necessary to distinguish between “properly basic beliefs” as opposed to improperly basic beliefs. Given such problems, it is more reasonable to stick with classical (...) foundationalism rather than Plantinga’s substitute. (shrink)

Over the last few years, there have been five best sellers critical of religion and religious belief. It seems that there is great interest in questions about religious belief. Ironically, critical thinking texts seldom examine the topic. This paper will evaluate eight arguments to exempt religious belief from rational critique. I conclude that the topic of religious belief should not be exempt from critical thinking classes.

This is a brief response to David Wright’s commentary on my paper, “Critical Thinking Instruction: A Realistic Evaluation: The Dream vs. Reality.” Wright claims that if one looks more closely at the literature on critical thinking assessment that the reported effect sizes for CT instruction are quite respectable and my standards are too high. My comments will focus is on whether effect size is both problematic and an adequate measure for assessment.

The late Richard Paul was arguably the most well-known and influential person in the history of the critical thinking movement. This reflection on and tribute to his work focuses on Paul’s genius in applying his knowledge of important works in the history of philosophy to the development of a robust conception of critical thinking, one that has wide appeal, not only to philosophers, but to faculties across academe. I also discuss the debt so many of us who teach critical thinking (...) owe to his amazing scholarly and organizational skills, e.g., the 36 years of the Conference on Critical Thinking and Educational Reform, his in-service work for hundreds of faculties, his distribution of over one million “Thinkers Guides,” and his successful efforts to make critical thinking the core concept in education. (shrink)

Recently, there have been at least five best sellers critical of religion and religious belief. It seems, at least among readers in the U.S., that there is great interest in questions about the rationality of religious belief. Ironically, critical thinking texts seldom examine the topic. After reviewing a series of previous arguments that people have an ethical duty to think critically, this paper will evaluate a number of arguments intended to exempt religious belief from the sorts of rational critique covered (...) in critical thinking classes. After critiquing each argument, I conclude that the proper scope of critical thinking should include religious beliefs. In summary, if people have an ethical duty to think critically about important beliefs and religious beliefs are indeed important, then people have an obligation to think critically about religious beliefs. Nothing in the paper addresses the question of whether it is or is not rational to endorse a religion. (shrink)

While all who are interested in the philosophical issues surrounding feminism should read Simone de Beauvoir's seminal work The Second Sex, many who begin the long journey do not understand the philo- sophical traditions from which her analyses and arguments grow. This makes understanding and appreciating the cogency of her position very difficult. Understanding The Second Sex introduces the naive reader to the necessary philosophical tradition, explicates major portions of the text, and analyzes Simone de Beauvoir's criticisms of marriage and (...) romantic love. (shrink)

The Cambridge Companion to Socrates is a collection of essays providing a comprehensive guide to Socrates, the most famous Greek philosopher. Because Socrates himself wrote nothing, our evidence comes from the writings of his friends (above all Plato), his enemies, and later writers. Socrates is thus a literary figure as well as a historical person. Both aspects of Socrates' legacy are covered in this volume. Socrates' character is full of paradox, and so are his philosophical views. These paradoxes have led (...) to deep differences in scholar's interpretation of Socrates and his thought. Mirroring this wide range of thought about Socrates, this volume's contributors are unusually diverse in their background and perspective. The essays in this volume were authored by classical philologists, philosophers, and historians from Germany, Francophone Canada, Britain, and the United States, and they represent a range of interpretive and philosophical traditions. (shrink)

The concept of complexity has become very important in theoretical biology. It is a many faceted concept and too new and ill defined to have a universally accepted meaning. This review examines the development of this concept from the point of view of its usefulness as a criteria for the study of living systems to see what it has to offer as a new approach. In particular, one definition of complexity has been put forth which has the necessary precision and (...) rigor to be considered as a useful categorization of systems, especially as it pertains to those we call living. This definition, due to Robert Rosen, has been developed in a number of works and involves some deep new concepts about the way we view systems. In particular, it focuses on the way we view the world and actually practice science through the use of the modelling relation. This mathematical object models the process by which we assign meaning to the world we perceive. By using the modelling relation, it is possible to identify the subjective nature of our practices and deal with this issue explicitly. By so doing, it becomes clear that our notion of complexity and especially its most popular manifestations, is in large part a product of the historical processes which lead to the present state of scientific epistemology. In particular, it is a reaction to the reductionist/mechanistic view of nature which can be termed the Newtonian Paradigm. This approach to epistemology has dominated for so long that its use as a model has become implicit in most of what we do in and out of science. The alternative to this approach is examined and related to the special definition of complexity given by Rosen. Some historical examples are used to emphasize the dependence of our view of what is complex in a popular sense on the ever changing state of our knowledge. The role of some popular concepts such as chaotic dynamics are examined in this context. The fields of artificial life and related areas are also viewed from the perspective of this rigorous view of complexity and found lacking. The notion that in some way life exists at the edge of chaos is examined from the perspective of the second law of thermodynamics given by Schneider and Kay. Finally, the causal elements in complex systems are explored in relation to complexity. Rosen has shown that a clear difference in causal relations exists between complex and simple systems and that this difference leads to a uniquely useful definition of what we mean by living. Rosen makes it very clear that the class of systems which are complex is a much larger class than those which we call living. For that reason, the focus of this review will be on complexity as a stepping stone towards the deeper question of what makes a system alive. (shrink)

Mystery: the scalpel that split consciousness -- Beauty: sirens of the gene -- Reality: capers of the unseen sun -- Sensory: fitness beats truth -- Illusory: the bluff of a desktop -- Gravity: spacetime is doomed -- Virtuality: inflating a holoworld -- Polychromy: mutations of an interface -- Scrutiny: you get what you need, in both life and business -- Community: the network of conscious agents -- Precisely: the right to be wrong.

Metaphysics and the Modern World makes the abiding questions of the nature of the self, world, and God available for the modern reader. Donald Phillip Verene presents these questions in both their systematic and historical dimensions, beginning with Aristotle's claim in his Metaphysics that philosophy begins in wonder. The first three chapters concern the origin of metaphysics as the transformation of the conception of reality in ancient Greek mythology, the ontological argument as the basis of Christian metaphysics, and the (...) Renaissance cosmology of infinite worlds and the coincidence of contraries. The final four chapters present the central issues of the metaphysics of history through the New Science of Vico, the principle of true infinity of Hegel's Logic, the dialectic of spirit and life in Cassirer's Metaphysics of Symbolic Forms, and the conception of actual entities and God in Whitehead's Process and Reality. In these discussions, the reader will find a lively and learned account of a field of philosophy that is often thought difficult to access, but in this work becomes most accessible and a pleasure to read. -- back cover. (shrink)

What is phenomenology? That is precisely the question this book seeks to answer. In an age of information overload, complex topics must be simplified to make them accessible to a wider audience. Phenomenology: A Basic Introduction in the Light of Jesus Christ not only presents the basic building blocks of phenomenology, it also gives body to voice by putting abstract ideas in contact with the Word made flesh, Jesus of Nazareth. In five manageable chapters, Donald Wallenfang introduces major themes (...) such as the natural attitude, givenness, interpretation, paradox, and ethics. Each subject is considered in how it applies to daily life and relates to the gospel of Jesus Christ. Several biblical scenes are tapped to harvest their sweet nectars of meaning through phenomenology. At its limit, philosophy gives way to the revelatory rationality of theology as expressed by Jesus the phenomenologist. (shrink)