Displaying: 21-30 of 2111 documents

0.169 sec

21. Inquiry: Critical Thinking Across the Disciplines: Volume > 28 > Issue: 3
Maralee Harrell THiNK: Critical Thinking for Everyday Life By Judith A. Boss
22. Inquiry: Critical Thinking Across the Disciplines: Volume > 28 > Issue: 3
Daniel Fasko, Jr. A Review of the Halpern Critical Thinking Assessment (HCTA)
23. Inquiry: Critical Thinking Across the Disciplines: Volume > 29 > Issue: 1
Phillip Crenshaw, Ph.D. Review of Critical Thinking: An Introduction
24. Inquiry: Critical Thinking Across the Disciplines: Volume > 29 > Issue: 2
Benjamin Hamby Review of Diane Halpern’s Thought and Knowledge, 5th Edition
25. Inquiry: Critical Thinking Across the Disciplines: Volume > 30 > Issue: 2
David Wright Review of The Palgrave Handbook of Critical Thinking in Higher Education Part V “Critical Thinking and the Cognitive Sciences”
abstract | view |  rights & permissions
This review essay discusses three articles from the Palgrave Handbook of Critical Thinking in Higher Education (eds. Martin Davies and Ronald Barnett) concerned with outlining the connection between cognitive science and critical thinking. All of the authors explain how recent findings in cognitive science, such as research on heuristics and cognitive biases (e.g. framing effects, the availability heuristic) might be incorporated into the critical thinking curriculum. The authors also elaborate on how recent findings in metacognition can reshape critical thinking pedagogy. For instance, the essays articulate how critical thinking instructors would be wise to broaden the scope of traditional critical thinking content by instructing students in the metacognitive strategies of self-regulation, cognitive monitoring, and evaluation in order to encourage better decision making both inside and outside the classroom.
26. Inquiry: Critical Thinking Across the Disciplines: Volume > 30 > Issue: 2
Benjamin Hamby Review of Stephen Brookfield‘s Teaching for Critical Thinking
abstract | view |  rights & permissions
Stephen Brookfield offers a distinctive conceptualization of and approach to teaching critical thinking. In this review I highlight some major aspects of his approach, and critique his baseline conception. I conclude that, while evaluating assumptions is an important aspect of critical thinking, it is not as important as Brookfield maintains. Instructors of critical thinking should read his book, but they should remain skeptical of its major substantive theoretical commitments.
27. Inquiry: Critical Thinking Across the Disciplines: Volume > 31 > Issue: 2
Maria Sanders Review of The Palgrave Handbook of Critical Thinking in Higher Education
abstract | view |  rights & permissions
This essay reviews five articles from Part VII in The Palgrave Handbook of Critical Thinking in Higher Education (Davies & Barnett, 2015) entitled “Social Perspectives on Critical Thinking.” In this section, the authors explore critical citizenship, critical pedagogy, and knowledge practices of critical thinking. It is a diverse collection of essays ranging from broad discussions on the topics included to specific applications and particular examples demonstrating criticality in higher education classrooms.
28. Inquiry: Critical Thinking Across the Disciplines: Volume > 7 > Issue: 3
Jack Furlong Review of Jonathan Baron, Thinking and Deciding
29. Inquiry: Critical Thinking Across the Disciplines: Volume > 8 > Issue: 1
Jonathan Baron Schools of Thought: How the Politics of Literacy Shape Thinking in the Classroom
30. Inquiry: Critical Thinking Across the Disciplines: Volume > 8 > Issue: 4
Mark Weinstein Postmodern Education: Politics, Culture and Social Criticism