Results for 'Critical Thinking'

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  1. Critical Thinking: An Introduction to Analytical Reading and Reasoning.Larry Wright - 2001 - Oup Usa.
    Critical Thinking: An Introduction to Analytical Reading and Reasoning, Second Edition, provides a nontechnical vocabulary and analytic apparatus that guide students in identifying and articulating the central patterns found in reasoning and in expository writing more generally. Understanding these patterns of reasoning helps students to better analyze, evaluate, and construct arguments and to more easily comprehend the full range of everyday arguments found in ordinary journalism. Critical Thinking, Second Edition, distinguishes itself from other texts in the (...)
     
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  2. Critical Thinking.Robert Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (1):4-18.
    This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2, and it will cover topics concerned with assessing (...) thinking, teaching critical thinking, and what the future may hold. (shrink)
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  3.  53
    Critical Thinking and Informal Logic: Neuropsychological Perspectives.Paul Thagard - 2011 - Informal Logic 31 (3):152-170.
    This article challenges the common view that improvements in critical thinking are best pursued by investigations in informal logic. From the perspective of research in psychology and neuroscience, hu-man inference is a process that is multimodal, parallel, and often emo-tional, which makes it unlike the linguistic, serial, and narrowly cog-nitive structure of arguments. At-tempts to improve inferential prac-tice need to consider psychological error tendencies, which are patterns of thinking that are natural for peo-ple but frequently lead to (...)
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  4. Critical Thinking Education and Debiasing.Tim Kenyon & Guillaume Beaulac - 2014 - Informal Logic 34 (4):341-363.
    There are empirical grounds to doubt the effectiveness of a common and intuitive approach to teaching debiasing strategies in critical thinking courses. We summarize some of the grounds before suggesting a broader taxonomy of debiasing strategies. This four-level taxonomy enables a useful diagnosis of biasing factors and situations, and illuminates more strategies for more effective bias mitigation located in the shaping of situational factors and reasoning infrastructure—sometimes called “nudges” in the literature. The question, we contend, then becomes how (...)
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  5. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report).Peter Facione - 1990 - Educational Resources Information Center (ERIC).
    This is the full version of the Delphi Report on critical thinking and critical thinking instruction at the post-secondary level.
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  6. Critical Thinking: Consider the Verdict.Bruce N. Waller - 2001 - Prentice-Hall.
     
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  7. Critical Thinking.Robert Ennis - 1991 - Teaching Philosophy 14 (1):4-18.
    This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and it will cover topics concerned with (...)
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  8. Argument: Critical Thinking, Logic and the Fallacies (M. Hogan).J. Woods, A. Irvine & D. Walton - 2002 - Philosophical Books 43 (1):43-45.
     
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  9.  31
    Does Critical Thinking and Logic Education Have a Western Bias? The Case of the Nyāya School of Classical Indian Philosophy.Anand Jayprakash Vaidya - 2016 - Journal of Philosophy of Education 50 (4):132-160.
    In this paper I develop a cross-cultural critique of contemporary critical thinking education in the United States, the United Kingdom, and those educational systems that adopt critical thinking education from the standard model used in the US and UK. The cross-cultural critique rests on the idea that contemporary critical thinking textbooks completely ignore contributions from non-western sources, such as those found in the African, Arabic, Buddhist, Jain, Mohist and Nyāya philosophical traditions. The exclusion of (...)
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  10. Critical Thinking Dispositions: Their Nature and Assessability.Robert H. Ennis - 1996 - Informal Logic 18 (2).
    Assuming that critical thinking dispositions are at least as important as critical thinking abilities, Ennis examines the concept of critical thinking disposition and suggests some criteria for judging sets of them. He considers a leading approach to their analysis and offers as an alternative a simpler set, including the disposition to seek alternatives and be open to them. After examining some gender-bias and subject-specificity challenges to promoting critical thinking dispositions, he notes some (...)
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  11. Critical Thinking: A Concise Guide.Tracy Bowell & Gary Kemp - 2001 - Routledge.
    _Critical Thinking_ is a much-needed guide to thinking skills and above all to thinking critically for oneself. Through clear discussion, students learn the skills required to tell a good argument from a bad one. Key features include: *jargon-free discussion of key concepts in argumentation *how to avoid confusions surrounding words such as 'truth', 'knowledge' and 'opinion' *how to identify and evaluate the most common types of argument *how to spot fallacies in arguments and tell good reasoning from bad (...)
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  12.  90
    Critical Thinking and Cognitive Bias.Jeffrey Maynes - 2015 - Informal Logic 35 (2):183-203.
    Teaching critical thinking skill is a central pedagogical aim in many courses. These skills, it is hoped, will be both portable and durable. Yet, both of these virtues are challenged by pervasive and potent cognitive biases, such as motivated reasoning, false consensus bias and hindsight bias. In this paper, I argue that a focus on the development of metacognitive skill shows promise as a means to inculcate debiasing habits in students. Such habits will help students become more (...) reasoners. I close with suggestions for implementing this strategy. (shrink)
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  13.  26
    Critical Thinking and Feminism.Karen J. Warren - 1988 - Informal Logic 10 (1).
  14. Critical Thinking.Robert Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):5-19.
    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 (...)
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  15.  70
    Critical Thinking: An Appeal to Reason.Peg Tittle - 2010 - Routledge.
    This book covers all the material typically addressed in first or second-year college courses in Critical Thinking: Chapter 1: Critical Thinking 1.1 What is critical thinking? 1.2 What is critical thinking not? Chapter 2: The Nature of Argument 2.1 Recognizing an Argument 2.2 Circular Arguments 2.3 Counterarguments 2.4 The Burden of Proof 2.5 Facts and Opinions 2.6 Deductive and Inductive Argument Chapter 3: The Structure of Argument 3.1 Convergent, Single 3.2 Convergent, Multiple (...)
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  16. Education, Autonomy and Critical Thinking.Christopher Winch - 2006 - Routledge.
    The concepts of autonomy and of critical thinking play a central role in many contemporary accounts of the aims of education. This book analyses their relationship to each other and to education, exploring their roles in mortality and politics before examining the role of critical thinking in fulfilling the educational aim of preparing young people for autonomy. The author analyses different senses of the terms 'autonomy' and 'critical thinking' and the implications for education. Implications (...)
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  17. Philosophy, Critical Thinking and Philosophy for Children1.Marie‐France Daniel & Emmanuelle Auriac - 2011 - Educational Philosophy and Theory 43 (5):415-435.
    For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the classroom, suggesting that the discussions it fosters are not philosophical in essence. In this text, we argue that P4C is philosophy.
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  18. The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims.Lewis Vaughn - 2008 - Oxford Univeristy Press.
    Enhanced by many innovative exercises, examples, and pedagogical features, The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims, Second Edition, explores the essentials of critical reasoning, argumentation, logic, and argumentative essay writing while also incorporating material on important topics that most other texts leave out. Author Lewis Vaughn offers comprehensive treatments of core topics, including an introduction to claims and arguments, discussions of propositional and categorical logic, and full coverage of the basics of inductive (...)
     
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  19. Critical Thinking and Education.John E. McPeck - 1981 - St. Martin's Press.
  20. Critical Thinking Across the Curriculum: A Vision.Robert Ennis - 2018 - Topoi 37 (1):165-184.
    This essay offers a comprehensive vision for a higher education program incorporating critical thinking across the curriculum at hypothetical Alpha College, employing a rigorous detailed conception of critical thinking called “The Alpha Conception of Critical Thinking”. The program starts with a 1-year, required, freshman course, two-thirds of which focuses on a set of general critical thinking dispositions and abilities. The final third uses subject-matter issues to reinforce general critical thinking dispositions (...)
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  21. Argument Maps Improve Critical Thinking.Charles Twardy - 2004 - Teaching Philosophy 27 (2):95--116.
    Computer-based argument mapping greatly enhances student critical thinking, more than tripling absolute gains made by other methods. I describe the method and my experience as an outsider. Argument mapping often showed precisely how students were erring (for example: confusing helping premises for separate reasons), making it much easier for them to fix their errors.
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  22.  74
    Critical Thinking and the Question of Critique: Some Lessons From Deconstruction.Gert J. J. Biesta & Geert Jan J. M. Stams - 2001 - Studies in Philosophy and Education 20 (1):57-74.
    This article provides somephilosophical ``groundwork'' for contemporary debatesabout the status of the idea(l) of critical thinking.The major part of the article consists of a discussionof three conceptions of ``criticality,'' viz., criticaldogmatism, transcendental critique (Karl-Otto Apel),and deconstruction (Jacques Derrida). It is shown thatthese conceptions not only differ in their answer tothe question what it is ``to be critical.'' They alsoprovide different justifications for critique andhence different answers to the question what giveseach of them the ``right'' to be (...). It is arguedthat while transcendental critique is able to solvesome of the problems of the dogmatic approach tocriticality, deconstruction provides the most coherentand self-reflexive conception of critique. A crucialcharacteristic of the deconstructive style of critiqueis that this style is not motivated by the truth ofthe criterion (as in critical dogmatism) or by acertain conception of rationality (as intranscendental critique), but rather by a concern forjustice. It is suggested that this concern should becentral to any redescription of the idea(l) ofcritical thinking. (shrink)
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  23. Critical Thinking Across the Curriculum.Robert H. Ennis - unknown
    Implementing critical thinking across the curriculum is challenging, involving securing substantial agreement on the nature of critical thinking, areas of prospective application, degree of need for a separate course, and the nature of coordination, including leadership, a glossary, selection of courses for incorporation, avoidance of duplication and gaps, acquiring required subject matter, and assessment of the total effort, teaching methods used, and decrease or increase in retention of subject matter.
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  24. Teaching Critical Thinking: Dialogue and Dialectic.John E. McPeck - 1990 - Routledge.
     
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  25. Critical Thinking: What Can It Be?Matthew Lipman - 1987 - Analytic Teaching and Philosophical Praxis 8 (1).
    Critical thinking is in vogue - in colleges and universities as well as in elementary and secondary schools. This fact alone is enough to give us pause: seldom do shifts in academic fashion happen concurrently at all educational levels.
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  26.  25
    Critical Thinking From the Margins: A Personal Narrative.Mark Weinstein - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (2):5-14.
    A narrative review of a 35-year career in critical thinking reflecting an idiosyncratic approach to both practical and theoretical matters. The social as well as the intellectual context is described. Critical thinking across the disciplines and metamathematics are discussed as alternatives to more standard perspectives such as informal logic.
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  27.  59
    Donald Trump as a Critical-Thinking Teaching Assistant.Stephen Sullivan - 2018 - Informal Logic 38 (1):118-132.
    Donald Trump has been a godsend for those of us who teach critical thinking. For he is a fount of manipulative rhetoric, glaring fallacies, conspiracy theories, fake news, and bullshit. In this paper I draw on my own recent teaching experience in order to discuss both the usefulness and the limits of using Trump examples in teaching critical thinking. In Section One I give the framework of the course; in Section Two I indicate Trump’s relevance to (...)
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  28.  64
    Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect.M. Jill Austin, Thomas Li-Ping Tang & Larry W. Howard - 2015 - Journal of Business Ethics 128 (1):133-147.
    Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills. We randomly assign 31 sessions of business classes to four groups and collect data from three sources: in-class performance, university records, and Internet surveys. Our 2 × 2 ANOVA results showed no significant between-subjects differences. Contrary to our expectations, students improve their critical thinking skills, with or without the intervention. Female and Caucasian students improve (...)
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  29.  64
    Dialogue Theory for Critical Thinking.Douglas N. Walton - 1989 - Argumentation 3 (2):169-184.
    A general outline of a theory of reasoned dialogue is presented as an underlying basis of critical analysis of a text of argument discourse. This theory is applied to the analysis of informal fallacies by showing how textual evidence can be brought to bear in argument reconstruction. Several basic types of dialogue are identified and described, but the persuasive type of dialogue is emphasized as being of key importance to critical thinking theory.
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  30. Studies in Critical Thinking.John Anthony Blair (ed.) - 2019 - Windsor: University of Windsor.
    Critical thinking deserves both imaginative teaching and serious theoretical attention. Studies in Critical Thinking assembles an all-star cast to serve both.
     
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  31.  51
    Transforming and Redescribing Critical Thinking: Constructive Thinking[REVIEW]Barbara Thayer-Bacon - 1998 - Studies in Philosophy and Education 17 (2/3):123-148.
    The author describes a published symposium which debated Is Critical Thinking Biased? The symposium meant to address concerns about critical thinking that are being expressed by feminist and postmodern scholars. However, through the author's critique, and the symposium respondent's, we learn the participants ended up begging the question of bias. The author maintains that the belief that critical thinking is unbiased is based on an assumption that knowers can be separated from what is known. (...)
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  32.  68
    Teaching Critical Thinking in the "Strong" Sense: A Focus On Self-Deception, World Views, and a Dialectical Mode of Analysis.Richard Paul - 1981 - Informal Logic 4 (2).
    Teaching Critical Thinking in the "Strong" Sense: A Focus On Self-Deception, World Views, and a Dialectical Mode of Analysis.
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  33. Educating Reason Rationality, Critical Thinking and Education.Harvey Siegel - 1988 - Routledge.
     
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  34. Critical Thinking an Introduction.Alec Fisher - 2001
     
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  35. Critical Thinking: Reflection and Perspective Part I.Robert Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (1):4-18.
    This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 , and it will cover topics concerned with assessing (...)
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  36. Critical Thinking: A Student's Introduction.Gregory Bassham (ed.) - 2008 - Mcgraw-Hill.
    This clear, learner-friendly text helps today's students bridge the gap between everyday culture and critical thinking. The text covers all the basics of critical thinking, beginning where students are, not where we think they should be. Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text.
     
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  37. Critical Thinking and the Disciplines Reconsidered.Martin Davies - 2013 - Higher Education Research and Development 32 (4):529-544.
    This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show (...)
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  38.  42
    Critical Thinking as Applied Epistemology: Relocating Critical Thinking in the Philosophical Landscape.Mark Battersby - 1989 - Informal Logic 11 (2).
    Critical Thinking as Applied Epistemology: Relocating Critical Thinking in the Philosophical Landscape.
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  39. Critical Thinking and Pedagogical License.John Corcoran - 1999 - Manuscrito 22 (2):109.
    Critical thinking involves deliberate application of tests and standards to beliefs per se and to methods used to arrive at beliefs. Pedagogical license is authorization accorded to teachers permitting them to use otherwise illicit means in order to achieve pedagogical goals. Pedagogical license is thus analogous to poetic license or, more generally, to artistic license. Pedagogical license will be found to be pervasive in college teaching. This presentation suggests that critical thinking courses emphasize two topics: first, (...)
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  40. Critical Thinking Across the Curriculum: The Wisdom CTAC Program.Robert H. Ennis - 2013 - Inquiry: Critical Thinking Across the Disciplines 28 (2):25-45.
    Discussions of critical thinking across the curriculum typically make and explain points and distinctions that bear on one or a few standard issues. In this article Robert Ennis takes a different approach, starting with a fairly comprehensive concrete proposal for a four-year higher-education curriculum incorporating critical-thinking at hypothetical Wisdom University. Aspects of the Program include a one-year critical thinking freshman course with practical everyday-life and academic critical thinking goals; extensive infusion of (...) thinking in other courses; a senior project; attention to both critical thinking dispositions and skills; a glossary of critical thinking terms; emphasis on teaching ; communication at all levels; and last, but definitely not least, assessment. Advantages and disadvantages will be noted. Subsequently, Ennis takes and defends a position on each of several relevant controversial issues, including: 1) having a separate critical thinking course, or embedding critical thinking in existing subject matter courses, or doing both ; 2) the meaning of “critical thinking”; 3) the importance of teaching critical thinking because of its role in our everyday vocational, civic, and personal lives, as well as in our academic experiences; 4) the degree of subject-specificity of critical thinking; 5) the importance of making critical thinking principles explicit; and 6) the possible threat to subject matter coverage from the addition of critical thinking to the curriculum. (shrink)
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  41.  30
    Critical Thinking, Bias and Feminist Philosophy: Building a Better Framework Through Collaboration.Adam Dalgleish, Patrick Girard & Maree Davies - 2017 - Informal Logic 37 (4):351-369.
    In the late 20th century theorists within the radical feminist tradition such as Haraway highlighted the impossibility of separating knowledge from knowers, grounding firmly the idea that embodied bias can and does make its way into argument. Along a similar vein, Moulton exposed a gendered theme within critical thinking that casts the feminine as toxic ‘unreason’ and the ideal knower as distinctly masculine; framing critical thinking as a method of masculine knowers fighting off feminine ‘unreason’. Theorists (...)
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  42.  60
    Critical Thinking and Learning.Mark Mason - 2007 - Educational Philosophy and Theory 39 (4):339–349.
    This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The (...)
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  43.  39
    Critical Thinking and Education for Democracy.Mark Weinstein - 1991 - Educational Philosophy and Theory 23 (2):9–29.
  44.  20
    Is Critical Thinking Across the Curriculum a Plausible Goal?Donald L. Hatcher - unknown
    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 (...)
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  45.  75
    Epistemic Responsibility and Critical Thinking.Anand Jayprakash Vaidya - 2013 - Metaphilosophy 44 (4):533-556.
    Should we always engage in critical thinking about issues of public policy, such as health care, gun control, and LGBT rights? Michael Huemer (2005) has argued for the claim that in some cases it is not epistemically responsible to engage in critical thinking on these issues. His argument is based on a reliabilist conception of the value of critical thinking. This article analyzes Huemer's argument against the epistemic responsibility of critical thinking by (...)
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  46. A Model of Critical Thinking in Higher Education.Martin Davies - 2014 - In M. B. Paulsen (ed.), Higher Education: Handbook of Theory and Research. Dordrecht, Netherlands: Springer. pp. 41-92.
    Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, (...)
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  47. An "Infusion" Approach to Critical Thinking: Moore on the Critical Thinking Debate.Martin Davies - 2006 - Higher Education Research and Development 25 (2):179-193.
    This paper argues that general skills and the varieties of subject-specific discourse are both important for teaching, learning and practising critical thinking. The former is important because it outlines the principles of good reasoning simpliciter (what constitutes sound reasoning patterns, invalid inferences, and so on). The latter is important because it outlines how the general principles are used and deployed in the service of ‘academic tribes’. Because critical thinking skills are—in part, at least—general skills, they can (...)
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  48.  29
    Critical Thinking.Robert Ennis - 1991 - Teaching Philosophy 14 (1):5-24.
  49.  16
    Classroom Learning Environment, Critical Thinking and Achievement in an Interdisciplinary Subject: A Study of Hong Kong Secondary School Graduates.Zhi Hong Wan & May Hung May Cheng - 2019 - Educational Studies 45 (3):285-304.
    Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is still lacking in the context of interdisciplinary subjects. This study investigated the relationship between the classroom learning environment and student achievement in an interdisciplinary subject in Hong Kong secondary schools. The mediating role of critical thinking was also explored. The participants were 410 Hong Kong secondary school graduates. The structural equation modelling analyses indicated (...)
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  50.  6
    Critical Thinking and Education for Democracy.Mark Weinstein - 1991 - Educational Philosophy and Theory 23 (2):9-29.
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