Abstract
Critical thinking is considered an essential educational goal. As a result, many philosophers dreamed their departments would offer multiple sections of CT, hence justifying hiring additional staff. Unfortunately, this dream did not materialize. So, similar to a current theory about teaching writing, “critical thinking across the curriculum” has become a popular idea. While the idea has appeal and unquestionable merit, I will argue that the likelihood the skills necessary for effective CT will actually be taught is minimal.
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References found in this work BETA

The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press.
The Uses of Argument.Stephen E. Toulmin - 1958 - Cambridge University Press.
The Structure of Scientific Revolutions.David Bohm - 1964 - Philosophical Quarterly 14 (57):377-379.

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Citations of this work BETA

Are We Asking the Right Questions About Critical Thinking Assessment?David Wright - 2015 - Inquiry: Critical Thinking Across the Disciplines 30 (3):20-31.

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