Critical Thinking and Reasoning

Theory, Development, Instruction, and Assessment
Erscheinungsjahr 2020
ISBN: 978-90-04-44457-7
Verlag: Brill

Buch, Englisch, 327 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 591 g

The Partnership for 21st Century Skills states that critical thinking encompasses skills that students and professionals will need to succeed in their careers, school, and life. The demand for critical thinkers will increase in the future to meet the demands of world-wide problems. Educators need to show students how to eliminate errors, such as biases in their reasoning, and to be effective decision makers. To do this, teachers and leaders in schools and businesses need to provide an atmosphere conducive to developing critical thinking skills and dispositions.

Meeting this challenge is the goal of the chapters collected in Critical Thinking and Reasoning. This book begins with experts laying out their best current understanding of the skills and attitudes critical thinking requires. Next, the relationship between critical thinking and the psychology of development and learning is explored to understand better how to develop critical thinkers from childhood to adulthood.

But how can we best teach for critical thinking? How can we incorporate into the classroom the challenges presented in the workplace? This book provides several extensive examples of current practices from the elementary level through the secondary level to the university level of how to stimulate critical thinking skills and dispositions.

Autoren/Hrsg.

Fasko Jr, Daniel

Fair, Frank

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Hochschuldidaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik

Inhaltsverzeichnis

Preface

Acknowledgements

List of Figures and Tables

Notes on Contributors

Introduction

Daniel Fasko, Jr. and Frank Fair

PART 1: Theories of Critical Thinking

1 Seven Philosophical Conceptions of Critical Thinking: Themes, Variations, Implications

David Hitchcock

2 Inquiry: Teaching for Reasoned Judgment

Sharon Bailin and Mark Battersby

3 Focusing the Relational Lens on Critical Thinking: How Can Relational Reasoning Support Critical and Analytic Thinking?

Denis Dumas and Yixiao Dong

4 Commentary: Theories of Critical Thinking from a Philosopher of Education

Barbara J. Thayer-Bacon

PART 2: Development and Learning

5 The Semantic Retrieval Model and Divergent Thinking as Critical to Understanding Logical Reasoning in Children

Henry Markovits and Pier-Luc de Chantal

6 Adolescent Reasoning and Rationality

David Moshman

7 Critical Thinking and Learning in Adults: A Case Study in Transformative Learning on White Supremacy and White Racial Identity

Stephen Brookfield

8 Commentary: Perspectives on Development and Learning with a Connection to Philosophy for Children

Steven Trickey

PART 3: Curriculum and Instruction

9 Critical Thinking in the Elementary School: Practical Guidance for Building a Culture of Thinking

Paul Cleghorn

10 The Good Thinker’s Tool Kit: How to Engage Critical Thinking and Reasoning in Secondary Education

Amber Strong Makaiau

11 Equipping Students for Success in College and Beyond: Placing Critical Thinking Instruction at the Heart of a General Education Program

Amanda L. Hiner

12 Commentary: Critical Thinking – Effusively Touted, But so Rarely Pursued

M. Neil Browne

PART 4: Assessment

13 Observations from a Long-term Effort to Assess and Improve Critical Thinking

Ada Haynes and Barry Stein

14 Assessing Critical Thinking: Challenges, Opportunities, and Empirical Evidence

Heather A. Butler

15 What the Data Tell Us about Human Reasoning

Peter A. Facione, Noreen C. Facione and Carol Ann Gittens

16 Commentary: Thinking Critically about Critical-Thinking Assessment

Donald Hatcher and Kevin Possin

Epilogue

Frank Fair and Daniel Fasko, Jr.

Index

Über Autor(innen)

Daniel Fasko, Jr., Ph.D. (1983), is Professor Emeritus of Educational Foundations, Leadership, and Policy at Bowling Green State University. He teaches courses in Educational Psychology, and Life-Span Development, and has published articles, chapters, and books in critical thinking and creativity.

Frank Fair, Ph. D. (1971), is Distinguished Emeritus Professor of Philosophy at Sam Houston State University. He started one of the first Critical Thinking courses, and he, with several co-authors, has written books on improving thinking in business and educational contexts.