Critical Thinking: Two Theses from the Ground Up

Autor/in	Zhou, Z.
Titel	Critical Thinking: Two Theses from the Ground Up
Quelle	In: Journal of the Scholarship of Teaching and Learning, 22 (2022) 1, S.154-171 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Critical Thinking; Definitions; Teaching Methods; Higher Education; Instructional Design; Role of Education + Suchen Sie Ihr Suchwort? Kritisches Denken; Begriffsbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsauftrag
Abstract	This paper analyses a set of widely held beliefs concerning our understanding and teaching of critical thinking, a notion which is increasingly adopted by universities as their main educational goal. Existing scholarship on critical thinking throws up a vast heterogeneous collection of definitions of critical thinking. I propose a 'meta-definition' of critical thinking--or, what I call the cluster concept of critical thinking--to show that there is unity in an otherwise messy conceptual terrain. A second aim of this paper is to offer a plea for the intellectual virtues in general and that of humility in particular as means of fostering critical thinking. This paper concludes by presenting a series of pedagogical implications for instructors in tertiary education in the business of designing modules that aim to promote critical thinking. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01