David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Educational Philosophy and Theory 44 (5):464-479 (2010)
As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting them to critical scrutiny. I also distinguish critical thinking from other forms of mental processes with which it is often conflated. Next, I present my own conception of critical thinking, wherein it fundamentally consists in acquiring, developing, and exercising the ability to grasp inferential connections holding between statements. Finally, given this account of critical thinking, and given recent studies in cognitive science, I suggest the most effective means for teaching students to think critically
|Keywords||critical thinking philosophy of education|
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References found in this work BETA
Patrick J. Hurley (2000). A Concise Introduction to Logic. Wadsworth Pub..
Plato (1894). The Republic. Courier Dover Publications.
John Stuart Mill & Jean O'grady (1963). Collected Works of John Stuart Mill. Monograph Collection (Matt - Pseudo).
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