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Michael A. Peters (2007). Kinds of Thinking, Styles of Reasoning.

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  1.  31
    Deficient Critical Thinking Skills Among College Graduates: Implications for Leadership.Kevin L. Flores, Gina S. Matkin, Mark E. Burbach, Courtney E. Quinn & Heath Harding - 2012 - Educational Philosophy and Theory 44 (2):212-230.
    Although higher education understands the need to develop critical thinkers, it has not lived up to the task consistently. Students are graduating deficient in these skills, unprepared to think critically once in the workforce. Limited development of cognitive processing skills leads to less effective leaders. Various definitions of critical thinking are examined to develop a general construct to guide the discussion as critical thinking is linked to constructivism, leadership, and education. Most pedagogy is content-based built on deep knowledge. Successful critical (...)
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    'Ahead of All Beaten Tracks': Ryle, Heidegger and the Ways of Thinking.Emma Williams - 2012 - Journal of Philosophy of Education 46 (4):53-70.
    The purpose of this article is to examine two philosophical accounts of thinking—yet examine them anew by considering what I take to be their under-examined relationship. These are the accounts of Gilbert Ryle and Martin Heidegger. It is often supposed that these two philosophers belong to differing, even conflicting, philosophical traditions. However, this article will seek to demonstrate that an unrecognised affinity exists between them on account of their shared endeavour to venture ahead of the ‘beaten tracks’ of Modern Philosophy. (...)
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  3. Philosophical Review of Pragmatism as a Basis for Learning by Developing Pedagogy.Vesa Taatila & Katariina Raij - 2011 - Educational Philosophy and Theory 44 (8):831-844.
    This article discusses the use of a pragmatic approach as the philosophical foundation of pedagogy in Finnish universities of applied sciences. It is presented that the mission of the universities of applied sciences falls into the interpretive paradigm of social sciences. This view is used as a starting point for a discussion about pragmatism in higher education. The Learning by Developing (LbD) action model is introduced, analyzed and compared to pragmatism. The paper concludes that, at least in practice-oriented academic subjects, (...)
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