61.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
25 >
Issue: 3
Monica Pignotti
Critical Thinking for Helping Professionals:
A Skills Based Workbook
|
|
|
62.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
25 >
Issue: 3
Kevin Possin
The Power of Critical Thinking
|
|
|
63.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
26 >
Issue: 1
Heather M. Mong,
Benjamin A. Clegg
Tools of Critical Thinking:
Metathoughts for Psychology
|
|
|
64.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
26 >
Issue: 2
Danielle M. Sitzman,
Matthew G. Rhodes
50 Great Myths of Popular Psychology:
Shattering Widespread Misconceptions about Human Behaviors
|
|
|
65.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
27 >
Issue: 1
Linda Carroza
Review of Reason in the Balance: An Inquiry Approach to Critical Thinking by Sharon Bailin and Mark Battersby
|
|
|
66.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
27 >
Issue: 1
Thomas Fischer, Ph.D.
Review of Critical Thinking: Consider the Verdict (6th edition) by Bruce N. Waller
|
|
|
67.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
27 >
Issue: 2
Marc Carter
Review of Thinking, Fast and Slow by Daniel Kahneman
|
|
|
68.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
27 >
Issue: 2
Frank Zenker
Review of Thinking, Fast and Slow by Daniel Kahneman
|
|
|
69.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
27 >
Issue: 3
Paul A. Wagner
From Critical Thinking to Non-conclusive Argument and Back Again:
A Review of Conductive Argument: An Overlooked Type of Defeasible Reasoning, Edited by J. Anthony Blair and Ralph H. Johnson
|
|
|
70.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
28 >
Issue: 1
Benjamin Hamby
A Review of THINK Critically by Peter Facione and Carol Ann Gittens
|
|
|
71.
|
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.
|
|
|
72.
|
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.
|
|
|
73.
|
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.
|
|
|
74.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
31 >
Issue: 3
Jeffrey Maynes
Review of Mercier and Sperber’s The Enigma of Reason
abstract |
view |
rights & permissions
In The Enigma of Reason, Hugo Mercier and Dan Sperber (2017) defend the proposal that reason is a specialized module which produces intuitions about reasons. Reason serves two functions: for individuals to justify their own judgments and actions to themselves and others, and to persuade others. In this review, I briefly summarize the central claims of the book, critically examine Mercier and Sperber’s arguments that reason is not a general faculty underlying our inferential abilities, and explore the pedagogical implications of their work.
|
|
|
75.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
7 >
Issue: 3
Jack Furlong
Review of Jonathan Baron, Thinking and Deciding
|
|
|
76.
|
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
|
|
|
77.
|
Inquiry: Critical Thinking Across the Disciplines:
Volume >
8 >
Issue: 4
Mark Weinstein
Postmodern Education:
Politics, Culture and Social Criticism
|
|
|
78.
|
The Journal of Critical Analysis:
Volume >
2 >
Issue: 1
Michael Belais Friedman
Freedom and Order in the University: A Book Review
|
|
|
79.
|
The Journal of Critical Analysis:
Volume >
2 >
Issue: 2
Carroll Jacobs
Nature, Aims, and Policy: Readings in the Philosophy of Education
|
|
|
80.
|
The Journal of Critical Analysis:
Volume >
2 >
Issue: 2
A. Hoyt Hobbs
Margins of Precision: Essays in Logic and Language
|
|
|