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  1. Donald Hatcher (2014). Should Religious Beliefs Be Exempt From the Duty to Think Critically? Inquiry: Critical Thinking Across the Disciplines 29 (1):17-31.
    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 (...)
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  2. Donald L. Hatcher (2013). Reflections on Critical Thinking: Theory, Practice, and Assessment. Inquiry: Critical Thinking Across the Disciplines 28 (2):4-24.
    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 (...)
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  3. Donald L. Hatcher (2013). The Halpern Critical Thinking Assessment: A Review. Inquiry: Critical Thinking Across the Disciplines 28 (3):18-23.
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  4. Donald L. Hatcher (2001). Why Percy Can't Think: A Response to Bailin. Informal Logic 21 (2).
    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 (...)
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  5. Donald Hatcher, Tony Brown & Kelli Gariglietti (2001). Critical Thinking and Rational Emotive Behavior Therapy. Inquiry 20 (3):6-18.
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  6. Donald Hatcher (2000). Arguments for Another Definition of Critical Thinking. Inquiry 20 (1):3-8.
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  7. Donald L. Hatcher (1999). Why Critical Thinking Should Be Combined With Written Composition. Informal Logic 19 (2).
    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.
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  8. Donald L. Hatcher (1999). Why Formal Logic is Essential for Critical Thinking. Informal Logic 19 (1).
    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.
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  9. Donald Hatcher & Lucy Price (1998). Why Critical Thinking and Composition Belong Together (and Vice Versa). Inquiry 17 (4):19-30.
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  10. Donald Hatcher (1997). Three Theories of Rationality. Inquiry 17 (2):4-19.
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  11. Donald Hatcher (1996). Plato's “Meno”. Inquiry 16 (1):1-8.
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  12. Donald Hatcher (1995). CriticaI Thinking and Epistemic Obligations. Inquiry 14 (3):28-40.
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  13. Donald Hatcher (1995). Should Anti-Realists Teach Critical Thinking? Inquiry 14 (4):29-35.
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  14. Donald L. Hatcher (1995). Combining Critical Thinking and Written Composition. Inquiry 15 (2):20-36.
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  15. Donald L. Hatcher (1994). Critical Thinking, Postmodernism, and Rational Evaluation. Informal Logic 16 (3).
    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.
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  16. Terry L. Devietti, John A. D'Andrea, Donald J. Hatcher & Michael D. Reddix (1993). A Training Procedure for Obtaining Contrast-Sensitivity Functions Within a Single Session in Monkeys. Bulletin of the Psychonomic Society 31 (4):245-248.
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  17. Donald L. Hatcher (1992). Epistemology and Pedagogy. Inquiry 10 (2):1-1.
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  18. Donald L. Hatcher (1992). Hatcher, From Page One. Inquiry 10 (2):14-16.
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  19. Donald Hatcher (1991). Can Critical Thinking Survive the Postmodern Challenge? Inquiry 7 (1):8-9.
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  20. Donald Hatcher (1991). Hatcher (Continued From Page 9). Inquiry 7 (1):16-17.
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  21. Donald L. Hatcher (1991). Achieving Extraordinary Ends: An Essay on Creativity. Informal Logic 13 (1).
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  22. Donald Hatcher (1990). Reasoning and Writing. Inquiry 6 (4):18-18.
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  23. Donald Hatcher (1989). Some Problems with Plantinga's Reformed Epistemology. American Journal of Theology and Philosophy 10 (1):21 - 31.
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  24. Donald L. Hatcher (1989). Existential Ethics and Why It's Immoral to Be a Housewife. Journal of Value Inquiry 23 (1):59-68.
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  25. Donald Hatcher (1986). Plantinga and Reformed Epistemology. Philosophy and Theology 1 (1):84-95.
    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 (...)
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  26. Donald L. Hatcher (1984). Understanding "the Second Sex".
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