The Palgrave Handbook of Critical Thinking in Higher Education
- © 2015
- Martin Davies ,
- Ronald Barnett
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A Model of Critical Thinking in Higher Education
The Teaching of Critical Thinking
Critical Thinking Across the Curriculum: A Vision
- Critical thinking
- higher education
- argumentation
- critical pedagogy
- criticality
- critical dispositions
- critical attitudes
- critical citizenship
- DELPHI Definition
- cognitive elements
- propensities
- critical theory
Table of contents (35 chapters)
Front matter, introduction.
- Martin Davies, Ronald Barnett
What Is Critical Thinking in Higher Education?
Critical thinking: a streamlined conception.
- Robert H. Ennis
Critical Thinking and/or Argumentation in Higher Education
- Richard Andrews
A Curriculum for Critical Being
Willingness to inquire: the cardinal critical thinking virtue.
- Benjamin Hamby
Teaching Critical Thinking
Teaching critical thinking: an operational framework.
- Keith Thomas, Beatrice Lok
Teaching Critical Thinking for Lifelong Learning
Teaching critical thinking as inquiry.
- Sharon Bailin, Mark Battersby
Debate’s Relationship to Critical Thinking
- Stephen M. Llano
Thick Critical Thinking: Toward a New Classroom Pedagogy
- Milton W. Wendland, Chris Robinson, Peter A. Williams
A Disciplined Approach to Critical Thinking
Using argument mapping to improve critical thinking skills.
- Tim van Gelder
Incorporating Critical Thinking in the Curriculum
The relationship between self-regulation, personal epistemology, and becoming a “critical thinker”: implications for pedagogy, using argument diagramming to teach critical thinking in a first-year writing course.
- Maralee Harrell, Danielle Wetzel
Virtue and Inquiry: Bridging the Transfer Gap
- Tracy Bowell, Justine Kingsbury
Proposition Testing: A Strategy to Develop Critical Thinking for Essay Writing
- Sara Hammer, Phil Griffiths
"The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society. In short, it is an indispensable guide and state-of-the-art compendium of critical thinking in the academy." - Michael A. Peters, Professor of Education, University of Waikato, New Zealand, and University of Illinois at Urbana-Champagne, USA
"A sweeping, landmark collection of perspectives on theory and practice from key thinkers and practitioners. This is a must read book for anyone who wants to know what critical thinking is, or might be, in higher education." - Richard James, Pro Vice-Chancellor and Director, Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia
"'Critical thinking' is one of the key aims of higher education. But what is it? And, does it mean the same thing in all fields, disciplines and cultures? While insisting on the importance of critical thinking in higher education, this book problematises and debates what it means, and how it may be developed and implemented in curriculum. It fills a key gap in the literature, and in curricular and policy debates." - Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute of Studies for Education, University of Toronto, Canada
About the authors
Bibliographic information.
Book Title : The Palgrave Handbook of Critical Thinking in Higher Education
Editors : Martin Davies, Ronald Barnett
DOI : https://doi.org/10.1057/9781137378057
Publisher : Palgrave Macmillan New York
eBook Packages : Palgrave Education Collection , Education (R0)
Copyright Information : Palgrave Macmillan, a division of Nature America Inc. 2015
Hardcover ISBN : 978-1-137-37803-3 Published: 25 March 2015
Softcover ISBN : 978-1-349-47812-5 Published: 25 March 2015
eBook ISBN : 978-1-137-37805-7 Published: 25 March 2015
Edition Number : 1
Number of Pages : X, 646
Topics : Higher Education , Philosophy of Education , Social Sciences, general , Science, Humanities and Social Sciences, multidisciplinary
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Introduction, section snippets, references (53), cited by (73).
International Journal of Educational Research
Understanding and teaching critical thinking—a new approach.
- • Phenomenography is suggested as a way to handle problems in critical thinking research.
- • Phenomenography shows potential as a pedagogy for critical thinking based on students understanding.
- • Phenomenography shows potential to give such a pedagogy a solid theoretical base.
Using the empirical results together with phenomenographic learning and teaching theory
Concluding remarks, making sense of physics in the first year of study, learning and instruction, promoting critical thinking through effective group work: a teaching intervention for hong kong primary school students, effects of an online problem based learning course on content knowledge acquisition and critical thinking skills, computers & education, the influence of concept mapping on critical thinking in baccalaureate nursing students, journal of professional nursing, teaching critical thinking skills in higher education: a review of the literature, journal of college teaching & learning, critical thinking, critical thinking in scholarship. meanings, conditions and development, critical thinking in nursing: an integrated review, the journal of continuing education in nursing, fostering critical thinking, reasoning, and argumentation skills through bioethics education.
- Dahlgren L-O. (1997) [1984]. Learning Conceptions and Outcomes. In F. Marton, D. Hounsell, & N. Entwistle (ed.) The...
A taxonomy of critical thinking dispositions and abilities
Critical thinking assessment, theory into practice, critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. executive summary the delphi report, critical thinking: what is it and why it counts, a meta-level approach to the problem of defining ‘critical thinking’, argumentation, developing reflective judgment. understanding and promoting intellectual growth and critical thinking in adolescents and adults, reflective judgment: theory and research on the development of epistemic assumptions through adulthood, educational psychologist, metacognition: a bridge between cognitive psychology and educational practice, theory into practice, the skills of argument, a developmental model of critical thinking, educational researcher.
- Larsson K. (in press) Critical thinking in students’ ethical reasoning: A reflection on some examples from the Swedish...
Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical design
International journal for lesson and learning studies, variation theory and the improvement of teaching and learning, critical thinking for democracy and social justice, learning and awareness, on some necessary conditions of learning, the journal of the learning sciences, critical thinking in practice: the priorities and practices of instructors teaching in higher education.
The present study examined this by surveying a range of subjects. Regardless of how critical thinking has been conceptualised, several approaches exist to support its teaching (Ennis, 1989; Larsson, 2017). These approaches include ‘general’, ‘infusion’, ‘immersion’, and ‘mixed’.
Integrating critical thinking into the classroom: A teacher's perspective
This includes how to define, measure and develop critical thinking, as well as analysing the effectiveness of different teaching strategies for developing said skill (Larsson, 2017). Despite the wealth of research, there is still little evidence regarding what teachers are effectively doing in the classroom in order to teach critical thinking (Abrami et al., 2014; Larsson, 2017). This is especially true in school settings, even though it has been proven that critical thinking can be developed from a young age (Kuhn, 1999).
Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan
The development of critical thinking skills of students ensures their success so that they may have communication, strong leadership, teamwork skills, cross-national and cross-cultural awareness to make positive contribution to society (Zivkovic, 2016; pp. 103). Likewise, Larsson (2017) also maintains that enhancing students’ critical thinking skills and abilities is of paramount importance as it is a highly prized educational objective. Forawi (2016) contends that the educators of the present-day world highly recognize the importance of the development of the modern citizen’s abilities and skills so that they may consume and comprehend the explosion of information.
Systematic design of domain-specific instruction on near and far transfer of critical thinking skills
These CT skills are assumed to be learned in formal education and increase the chances of success in academic settings, the work place, and everyday life. The development of CT has thus been a major goal of university education, and scholars have been looking for effective instructional approaches to promote the learning and transfer of CT skills across domains (e.g., Gregory, Hardiman, Yarmolinskaya, Rinne, & Limb, 2013; Halpern, 1998; Kuhn, 2012; Larsson, 2017; Pascarella & Terenzini, 2005). Most previous attempts to develop CT represent efforts to directly teach CT skills separate from curriculum content (for review, see Pascarella & Terenzini, 2005).
Critical thinking efficacy and transfer skills defend against ‘fake news’ at an international school in Finland
Online interaction in social learning environment towards critical thinking skill: a framework.
- Critical Thinking
Critical thinking: Definition and Structure
- February 2020
- Affiliation: Australian Council for Educational Research
- Australian Council for Educational Research
- This person is not on ResearchGate, or hasn't claimed this research yet.
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Critical Thinking and Education
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The skills of ‘critical thinking’ occupy a contentious place in debates on education. It is of course widely recognised that education must consist of more than an unreasoning accumulation of facts and skills, and that modern society demands a highly-developed critical awareness to cope with its ever-increasing complexities. Yet the very term ‘critical thinking’ threatens to become a vague and unexamined slogan, displayed more in party tricks than in useful knowledge.
In this book, first published in 1981, Professor McPeck offers a critique of the major ideas and important work in the field, including those of Ennis and de Bono, while at the same time presenting his own rigorous ideas on the proper place in critical thinking in the philosophy of education. The book aims to establish a sound basis on which the role of critical thinking in schools can be evaluated and the author makes a strong case for the contribution it can make to resolving current dilemmas of the curriculum.
TABLE OF CONTENTS
Chapter 1 | 21 pages, the meaning of critical thinking, chapter 2 | 17 pages, critical thinking, epistemology and education, chapter 3 | 27 pages, the prevailing view of the concept of critical thinking, chapter 4 | 30 pages, informal logic and critical thinking, chapter 5 | 30 pages, edward de bono and thinking, chapter 6 | 26 pages, reading, testing and critical thinking, chapter 7 | 11 pages, forward to basics.
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A critical thinking-oriented approach in English as a foreign language (EFL) writing: Using ChatGPT as an ideal peer
Copyright (c) 2024 Yin Xue
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License .
- Yin Xue University of Malaya, Malaysia
The present research reports on the effects of an AI-assisted critical thinking-oriented writing intervention supported with ChatGPT in EFL writing. AI-assisted Brainstorming Worksheets and AI-assisted Peer-review Checklists were provided to scaffold the writing process. This study employs a mixed-method approach, including pre- and post-tests with argumentative writing assessments and semi-structured interviews, involving 60 Chinese EFL learners at the CEFR intermediate (B1 to B2) level. Before the study, a pre-test was conducted to write an IELTS argumentative essay with a non-AI-supported CT-oriented approach scaffolded by peers. A post-test using an AI-assisted CT-oriented process scaffolded by ChatGPT (a virtual peer) was conducted immediately after the one-semester intervention. As a means of mitigating bias, two lecturers independently assessed the pre- and post-writing samples. Regarding data analysis, a t-test was employed to assess the variations in the participants' writing proficiency. The writing tests were measured in nine aspects in terms of a subject-specific thinking perspective, i.e., clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness. In addition, six qualitative interviews were conducted after the intervention to explore the benefits and drawbacks of implementing ChatGPT in CT-oriented writing compared to the conventional approach. For quantitative results, the intervention saw significant improvements in the students’ critical thinking reflected in writing. For qualitative results, how ChatGPT affected EFL learners’ CT-oriented writing was reported in five main aspects: in-depth CT concept understanding, model discourse with CT elements, information and feedback, logic, and Ai interaction. This study demonstrates how ChatGPT can be applied to scaffold CT-oriented writing training for EFL learners. The findings also offer insights into further research and development in AI tools for EFL writing practices.
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Critical thinking occurs when students are. analyzing, evaluating, in terpreting, or synthesizing information and applying. creative thought to form an argument, solve a problem, or reach a ...
2) with the intent to improve one's thinking. The challenge, of course, is to create learning environments that promote cri. ical thinking both in the classroom and beyond. Teaching and practicing critical thinking provides adults with the opportuni. to embrace and take charge of their learning. Adults engaged in critical thinki.
Email: [email protected], [email protected]. Abstract. Many educators' goals include preparing students to think critically, which is also a quality. sought by employers of university ...
Critical ˜inking . Reference Elder, L ., & Paul, R . (2012) . The thinker's guide to intellectual standards: The words that name them and the criteria that define them. Tomales, CA: Foundation for Critical ˜inking Press . Linda Elder is an Educational Psychologist and President of the Foundation for Critical Thinking.
Critical thinking is widely regarded as an important component of school education. Particularly in the United States, Scandinavian, and Asian countries, critical thinking is heavily incorporated into school curricula (Terblanche & De Clercq, 2021).In this context, critical thinking is frequently associated with critical thinking skills (Facione, 1990), which can be taught through structured ...
AN INTRODUCTION TO CRITICAL THINKING by Steven D. Schafersman January, 1991 Introduction to Critical Thinking Critical thinking is an important and vital topic in modern education. All educators are interested in teaching critical thinking to their students. Many academic departments hope that its professors and
Keywords: critical thinking, education, competence INTRODUCTION Nowadays, critical thinking is becoming important due to the fact that the world is full of information and for people it is necessary to be able to orient themselves in it. Critical thinking is a rich concept that has been evolved by 2,500
"The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society.
Critical thinking mainly aims at assessing the strength and appropriateness of a statement, theory, or idea, through a questioning and perspective-taking process, which may (or not) result in a possibly novel statement or theory. Critical thinking need not lead to an original position to a problem. The most conventional one may be the most ...
Teachers' own epistemic beliefs predict their likelihood of endorsing critical thinking as a desired instructional out-come, and their likelihood of using pedagogies that promote critical thinking. Also, teachers' epistemic beliefs predict their students' success at solving complex problems (Brownlee et al., in press).
1. Introduction. Developing students' critical thinking skills is regarded as a highly important educational goal in many societies around the world, as it is seen as promoting such disparate qualities as democracy and personal development (Behar-Horenstein and Niu, 2011, Beyer, 1995, Facione, 2006, Martin, 2005, Tsui, 1998).Despite the importance of critical thinking as an educational goal ...
In recent decades, approaches to critical thinking have generally taken a practical turn, pivoting away from more abstract accounts - such as emphasizing the logical relations that hold between statements (Ennis, 1964) - and moving toward an emphasis on belief and action.According to the definition that Robert Ennis (2018) has been advocating for the last few decades, critical thinking is ...
Abstract. National governments and employers have argued that it is important for all sectors of education to prepare individuals who are able to think well and for themselves. 'Good thinking' and 'thinking well' are commonly used terms bound up with what is called 'critical thinking' in the research literature.
There are diverse viewpoints or conflicting conceptualizations of critical thinking from the viewpoint of philosophy, psychology, sociology, and education (Danvers, 2015;Lai, 2011;Willingham, 2019).
to education for critical thinking. Therefore, as the starting point, we will take the overview of education for critical thinking through the implementation of special programs, analysing how critical thinking and education for critical thinking are understood in such an approach as well as what we know about results of such programs.
Critical thinking in higher education. The origin of the modern conception of critical thinking, according to Ritola (Citation 2021), can be attributed to John Dewey's (Citation 1933) philosophy about reflective thinking, which is understood as an active consideration of a belief that leads to knowledge based on grounds.In other words, reflective thinking is a conscious effort involving ...
Paulo Freire is one of the most important critical educators of the twentieth century.[1] Not only is he considered one of the founders of critical pedagogy, but he also played a crucial role in developing a highly successful literacy campaign in Brazil before the onslaught of the junta in 1964. Once the military took over the government ...
Critical thinking is one of the most frequently discussed higher order skills, believed to play a central role in logical thinking, decision making, and problem solving (Butler, 2012; Halpern, 2003).It is also a highly contentious skill in that researchers debate about its definition; its amenability to assessment; its degree of generality or specificity; and the evidence of its practical ...
In this book, first published in 1981, Professor McPeck offers a critique of the major ideas and important work in the field, including those of Ennis and de Bono, while at the same time presenting his own rigorous ideas on the proper place in critical thinking in the philosophy of education. The book aims to establish a sound basis on which ...
kerIntellectual IntegrityAct towards others the way you want. people to act towards you. Respect others in the same wa. you want to be respected. Don't expect others to act better than you a. e willing to act yourself. Consider the feelings of others in the same way you want your own.
CR takes into account the students' linguistic and cultural milieu, making teachers aware and giving them an insight into the challenges which L2 students face with language and writing. This relativist approach avoids thinking of academic practices as neutral constructs to be adopted by everyone in every context.
Critical thinking (CT) is considered an essential competency for global citizens in the 21st century (American Management Association, 2019; Harahap et al., 2020; World Economic Forum, 2020).It was listed as one of the core competencies for today's students to thrive and shape their world in the Future of Education and Skills 2030 of OECD (Organisation for Economic Co-operation and ...
Introduction: rationale for the special issue. In the contemporary world, characterised by technological advancements, the proliferation of information, and fast social changes (along with associated tensions and crises), critical thinking (CT) has been advocated as one of the pivotal educational goals in diverse geographical settings (Paul ...
The present research reports on the effects of an AI-assisted critical thinking-oriented writing intervention supported with ChatGPT in EFL writing. AI-assisted Brainstorming Worksheets and AI-assisted Peer-review Checklists were provided to scaffold the writing process. This study employs a mixed-method approach, including pre- and post-tests with argumentative writing assessments and semi ...
purposeful, reasoned and goal directed'. Halpren (1997, p. 4) states, 'Critical thinking is purposeful, reasoned, and goal-directed. It is the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions. Critical thinkers use these skills appropriately, without prompting, and