Abstract
This is the second part of a two-part reflection by Robert Ennis on his involvement in, and the progress of, the critical thinking movement. It provides a summary of Part I, including his definition/conception of critical thinking, the definition being “reasonable reflective thinking focused on deciding what to believe or do.” It then examines the assessment and the teaching of critical thinking, and makes suggestions regarding the future of critical thinking. He urges that now is the time to make a major effort in promoting critical thinking. Later may be too late. He also suggests a number of things to do. An Appendix, which provides a detailed elaboration of the nature of critical thinking, is at the end of Part I, but summaries are provided here.
Keywords Applied Philosophy  Teaching Philosophy
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ISBN(s) 1093-1082
DOI 10.5840/inquiryctnews201126215
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Inquiry: A New Paradigm for Critical Thinking.Mark Battersby (ed.) - 2018 - Windsor, Canada: Windsor Studies in Argumentation.
Critical Thinking and Cognitive Bias.Jeffrey Maynes - 2015 - Informal Logic 35 (2):183-203.
Is Critical Thinking Culturally Biased?Robert H. Ennis - 1998 - Teaching Philosophy 21 (1):15-33.

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