Trying to understand the program of educational reform through critical thinking across the disciplines
| Abstract | My paper is a reaction to the articles in the newsletter Inquiry, and additional articles by others, especially Mark Weinstein, the Acting Director of the Institute for Critical Thinking at Montclair State College. Weinstein and his colleagues are engaged in a most ambitious program, as they put it, of educational reform through critical thinking across the disciplines. Without doubt, the ideologue of this school is Weinstein, and it is on his writings that I have concentrated. | |||||||||
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Michael Gillespie (2011). Assessing Critical Thinking About Values. Inquiry 26 (1):19-28.
Mark Weinstein (1991). Critical Thinking and Education for Democracy. Educational Philosophy and Theory 23 (2):9–29.
Kal Alston (2001). Re/Thinking Critical Thinking: The Seductions of Everyday Life. Studies in Philosophy and Education 20 (1):27-40.
Mark Weinstein (1993). Critical Thinking: The Great Debate. Educational Theory 43 (1):99-117.
Jennifer Wilson Mulnix (2010). Thinking Critically About Critical Thinking. Educational Philosophy and Theory 44 (5):464-479.
Mark Weinstein (1991). Critical Thinking and the Post -Modern Challenge to Educational Practice. Inquiry 7 (1):1-1.
Mark Weinstein & Wendy Oxman-Michelli (1989). The Faculty Development Program of the Institute for Critical Thinking. Inquiry 4 (3):9-13.
Mark Weinstein (1988). Critical Thinking Across the Disciplines, Continued From P. 2. Inquiry 2 (3):4-7.
Mark Weinstein (1988). Critical Thinking Across the Disciplines. Inquiry 2 (3):2-2.
Mark Weinstein (1988). Critical Thinking in the Disciplines. Inquiry 1 (3):8-8.
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