Reflections on the Nature of Critical Thinking, Its History, Politics, and Barriers and on Its Status across the College/UniversityCurriculum Part II
Inquiry: Critical Thinking Across the Disciplines 27 (1):5-30 (2012)
Abstract
This is Part II of a reflection by Richard Paul on critical thinking, its theory and pedagogy, and on political and personal barriers to critical thinking education and practice. Part I of Paul’s reflection appeared in INQUIRY, Vol. 26 No. 3 (Fall 2011), pp. 5-24. In Part II Paul focuses on the concept of critical thinking, pointing out its unifying features as well as the many ways it can be contextualized in human thought and life. He lays out his basic critical thinking theory and offers critical thinking polarities for use in assessing critical thinking approaches. He provides an overview of the work of the Foundation for Critical Thinking in advancing fairminded critical thought in education and in societyISBN(s)
1093-1082
DOI
10.5840/inquiryct20122712
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Re/Thinking Critical Thinking: The Seductions of Everyday Life.Kal Alston - 2001 - Studies in Philosophy and Education 20 (1):27-40.
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The Legitimacy of Critical Thinking: Political Liberalism and Compulsory Schooling.Steinar Bøyum - 2007 - Thinking 18 (1).
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