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CRITICAL THINKING AND HIGHER ORDER THINKING: A CURRENT PERSPECTIVE

CRITICAL THINKING AND HIGHER ORDER THINKING: A CURRENT PERSPECTIVE

Library of Congress Cataloging-in-Publication Data

Contents

Introduction

Critical Thinking: An Overview

Chapter 1: Critical Thinking: On the Need for a Minimalist, Comprehensive, Integrated Framework

Abstract

Critical Thinking is of Seminal Importance

Critical Thinking Can Be Traced to Socrates

We Need a Shared Framework for Critical Thinking

Creating Fairminded Critical Societies Requires Critical Thinking in a Strong Sense

The Basic Concept of and Impetus for Critical Thinking

The Paulian Framework for Critical Thinking

A Closer Look at the Paulian Framework

The Human Mind Has Three Functions - Thinking, Feeling, Wanting

Analyzing Thought Enables One to Deconstruct It into Its Component Parts

Meeting Intellectual Standards Is Essential to Skilled Reasoning

Intellectual Skills Must Be Developed;

Intrinsic Cognitive Processes Are Not Intellectual Skills

Developing Intellectual Character Is Essential to Fairminded Critical Thinking

Egocentric and Sociocentric Thought Are Intrinsic Barriers to Critical Thinking

Critical and Creative Thought Are Intimately Connected

Ethical Reasoning Is Essential to the Creation of Fairminded Critical Societies

Critical Thinking Is Open to Contributions from Any Discipline,

Subject and Professional Field

Global Critical Thinking (Multidimensional, Interdisciplinary,

Transdisciplinary, Generalizable)

Specialized Critical Thinking (Nonglobal, Intra-Disciplinary, One-Dimensional)

Fairminded Critical Thinking (Fair, Ethical, Openminded, Strong Sense

Critical Thinking)

Sophistic Critical Thinking (Selfish, Unethical, Narrowminded, Weak-Sense

Critical Thinking)

Explicit Critical Thinking

Implicit Critical Thinking

Systematic Critical Thinking (Integrated)

Episodic Critical Thinking (Occasional, Partial)

Emancipatory Critical Thinking (Free)

Constrained Critical Thinking (Trapped)

Calling for the Establishment of Critical Thinking as an Academic Discipline

Conclusion

References

Chapter 2: Thinking Critically about Critical Thinking

Abstract

Introduction

What is Critical Thinking?

Logic and Critical Thinking

Examples

Critical Thinking is Primarily an Intellectual Matter, but it Needs the

Support of Moral Virtues

Why Virtue is Important for Critical Thinking

Is Critical Thinking Naive about Beliefs?

Does Critical Thinking Have an Uncritical Estimation of the Powers of Reason?

Conclusions

About the Author

References

Chapter 3: Learning Mathematics as Argument: The Basis of Democracy

Chapter 4: Using the Whole Brain to Develop Thinking and Problem-Solving: TASC – Thinking Actively in a Social Context

Abstract

Introduction

TASC: Thinking Actively in a Social Context

Theoretical Underpinning of TASC

Teaching and Learning Principles of TASC

Outline of the TASC Problem-Solving Processes of Teaching and Learning

The Extended TASC Framework

Evaluation of TASC in Schools in the UK

1. Motivation, Independence and Engagement

2. Self-esteem, Enjoyment and Success

3. Diminished Anti-social Behaviour, and Increased Socially Acceptable Behaviour

General Comments from the Teachers

General Comments from the Children Reported by the Teachers

Conclusions

Final Note

About the Author

References

Further Reading with regard to the Theoretical and Practical Development of the TASC Framework

Chapter 5: Critical Thinking, Intellectual Freedom, and Israel/Palestine

Critical Thinking

Inference, Thinking, and Reasoning

Critical Thinking and Epistemology

Critical Thinking and Identity

Conclusion

Intellectual Freedom

Intellectual Freedom as Basis for Critical Thinking

Intellectual Freedom: Belief, Expression, and Inquiry

Academic Freedom: Intellectual Freedom in Academic Contexts

Critical Thinking as a Basis for Intellectual Freedom

Rabbi Wolpe’s Proposal

Transfer

Boycott, Divestment, and Sanctions (BDS)

Conclusion

Adventures in Censorship

Don’t Say “Ethnic Cleansing”

Censors on My Mind

Conclusion

References

Chapter 6: Great Books in the Classroom: Critique of Pure Critical Thinking

References

Chapter 7: Reading and Thinking Critically in the Age of Disputation

Abstract

Introduction

What Is Critical Thinking and How Is It Achieved?

History of the Book, the “Enlightened Reader,” and the “Information Landscape”

Decline of Critical Thinking and “Readerly” Excellence

Politics, Worldview, and the Decline of Critical Thinking

Conclusion

Notes

References

Chapter 8: Thinking Critically About Creativity: Why Domains Matter in Understanding, Assessing, and Promoting Creativity

References

Chapter 9: Immense Stimulation of Mind: Critical Thinking in the Social Studies

Abstract

Critical Thinking—An Overview

Critical Thinking in Elementary Schools

Critical Thinking in the Intermediate Grades

Critical Thinking at the High School Level

References

Chapter 10: Conceptualizing a Personal Intellectual History/Narrative: The Importance of Strong-Sense Metacognition to Thinking Critically

Abstract

Introduction

Conceptual Analysis: Critical Thinking and Metacognition as Necessary Conditions for Constructing a Substantive Intellectual Narrative

Some Key Problems

Importance of Critical Thinking

Defining Critical Thinking

Defining Metacognition

Unskilled and Weak Sense Metacognition

Skilled and Strong Sense Metacognition

Understanding the Relationship between Metacognition and Critical Thinking

The Importance of Cultivating an Intellectual Language as a Tool for Metacognitive, Critical Thought

Language and Thinking

Language of Thinking

What Does it Mean to Construct a Personal, Intellectual Narrative?

Some Instructional Implications for Constructing a Personal, Intellectual Narrative Informed by the Metacognitive Dimensions of Critical Thought

Learning Logs

Grade Profiles

Conclusion

Works Cited

Chapter 11: The Use of Critical Thinking in Journalism: Where Does it Start?

Summary and Conclusion

References

Chapter 12: The Critical-Analytical Vocabulary as a Common Academic Language

Preface

Intellectual Communications and Miscommunications

Analysis and Evaluation: Fundamental to Successful Communication

Subject Specific Forms of Analysis and Evaluation

Universal Analytical Language

Universal Evaluative Language

Analytical and

Evaluative Fluency

Recap

What Would Adoption of a Common Academic Language Look Like in an Ideal World?

What Does this Look Like in Reality?

Some Implications for Research

Summary and Conclusion

About the Author

References

Chapter 13: Assessment of Thinking Skills

Abstract

Assessment of Thinking Skills

Four Prototypical Thinking Skills

Issues in Assessing Thinking Skills

Aptitudes and Achievement

Content Knowledge Outcomes

Procedural Understanding Outcomes

Attitude and Dispositional Outcomes

Five Guidelines for Good Assessment Practice

Summary and Conclusion

References

Chapter 14: Software and Assessment for Critical Thinking

Abstract

Software and Assessment for Critical Thinking

References

Chapter 15: Critical Engagement: Agency and Identity in Critical Thinking

Abstract

Critical Thinking in Practice

Part 1. Personal Identity, Character and Deliberation

Critical Thinking as a Dialogical Practice

Part 2. Epistemic and Moral Dimensions of Critical Thinking

Avoiding a Divided Self

Martin Buber’s Characterization of 3 Forms of Dialogue

(I) Monologue as Dialogue: Hearing One’s Own Voice

(II) Technical Dialogue: Dialogue as a Means to an End

(III) Genuine Dialogue: Dialogue as Relationship

Perspectivity and Shared Understanding

Objectivity and First Person Attachment

Propositional Truth, Missing Premises and Commitment

First-Person Attachment and

Gadamer’s Hermeneutics

The Rendering of Text into Speech

Dialogue as the Pursuit of Knowledge

To Understand or to Persuade?

Conclusion

References

Chapter 16: Critical Thinking: A Cognitive Load Perspective

Relevant Features of Human Cognitive Architecture

Role of Prior Knowledge in Managing Cognitive Load

Resource-Efficiency of Human Cognition

Evolutionary Aspects

Expertise and Cognition

Flexible Expertise and Critical Thinking

Managing Cognitive Load in Critical Thinking

Split Attention

Redundancy

Transiency

Summary

References

Chapter 17: Critical Thinking: Issues, Agendas, Ideas and Reflections

Index