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 society