SCC
Critical Thinking
Subcommittee
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Teaching Critical Thinking
General
On this page are articles, essays, and book titles that explore the general teaching of critical thinking without regard to academic or occupational area. For articles, books, essays, and web sites that focus on the teaching of critical thinking within academic disciplines and occupational programs, click here. On-Line CT Teaching Articles
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A Field Guide to Critical Thinking
By James Lett (1990)
http://www.csicop.org/si/9012/critical-thinking.html
“There are many reasons for the popularity of paranormal beliefs in the United States today, including … the ineffectiveness of public education, which generally fails to teach students the essential skills of critical thinking.”
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Actively Open-minded Thinking
By Jonathan Baron (1996)
http://www.upenn.edu/almanac/v42/n24/teach.html
"Colleges can improve students' thinking. We may be able to do this more effectively if we have a better idea of what we are doing. "We" means students and faculty: students apply standards of thinking to each other, just as faculty apply them to students and to other faculty. In early universities, the standards came from Aristotle. Logic was an essential part of the curriculum. We still sometimes criticize each other for begging the question, non sequitur, and other Aristotelian fallacies. Recent scholarship has given us a clearer idea of what good thinking is, where thinking goes wrong, and how education can help."
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Applying The Science of Learning: Using the Principles of Cognitive Psychology To Enhance Teaching and Learning
By Diane F. Halpern (undated)
http://www.house.gov/science/research/may10/halpern.htm
“Cognitive psychology is the empirical branch of psychology that deals with questions about how people think, learn, and remember. Cognitive psychologists study how people acquire, utilize, organize, and retrieve information. We study topics like memory, decision making, problem identification and solving, critical thinking, and reasoning. It is clear that a successful pedagogy that can serve as a basis for the enhancement of learning will have to incorporate ideas about the way in which learners organize knowledge and internally represent it, and the way these representations change and resist change when new information is encountered.”
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Bridging the Chasm between Two Cultures
ByKarla McLaren (2004)
http://www.csicop.org/si/2004-05/new-age.html
“A former leader in the New Age culture - author of nine titles on auras, chakras, ‘energy’, and so on - chronicles her difficult and painful transition to skepticism. She thanks the skeptical community and agonizes over how the messages of scientific and critical thinking could be made more effective in communicating with her former New Age colleagues.”
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Coaching Winners: How to Teach Critical Thinking
By Bonnie W. Duldt-Battey (1997)
http://mcckc.edu/longview/ctac/winners.htm
"There is a new twist to the ageless issue of who is to teach what, when, how, to whom, and with what effect. The new twist is critical thinking. We, the faculty (who), are to teach critical thinking (what) throughout the curriculum (when), somehow (how) to all health care professional students (to whom) so that the new practitioners will be able to function effectively and creatively (with what effect) in the changing arena of health care after the year 2000."
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Do Teachers Care About Truth?
By E.P. Brandon (1987)
http://www.cavehill.uwi.edu/bnccde/epb/Pref.html
"This essay attempts to set out some ideas about the nature of our knowledge and to make a few suggestions about what they might mean for teachers. In the context of the series in which it appears, it is intended to survey general issues in the theory of knowledge that might have implications for education."
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Effective Thinking: An Active-Learning Course in Critical Thinking
By Barry Leshowitz, Kristen Eignor DiCerbo, & Scott Symington
http://cie.asu.edu/volume2/number5/
"This article describes a college course in critical thinking. Offered in the Psychology Department at Arizona State University, this active-learning course provides instruction in how to apply principles of (scientific) methodological reasoning and optimum decision making to problems faced in everyday-life situations. Students learn to evaluate statistical and scientific evidence, clarify personal and societal values, and anticipate the consequences of their actions in dealing with personally significant issues."
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How to Study Weird Things
By Frank Trocco (1998)
http://www.csicop.org/si/9809/weird.html
“Many students are asking to study unconventional topics. There are strategies for working with these students that increase their critical aptitude and analytical reasoning without disenchanting them with science and traditional disciplines.”
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Planting a Seed of Doubt
By Elie A. Shneour (1998)
http://www.csicop.org/si/9807/seed.html
“Skeptics should forego any thought of convincing the unconvinced that we hold the torch of truth illuminating the darkness. A more modest, realistic, and achievable goal is to encourage the idea that one may be mistaken. Doubt is humbling and constructive; it leads to rational thought in weighing alternatives and fully reexamining options, and it opens unlimited vistas.”
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Teaching Pigs to Sing: An Experiment in Bringing Critical Thinking to the Masses
By Harriet Hall (2006)
http://www.csicop.org/si/2006-03/thinking.html
“A skeptic encounters psychics, astrologers, and other strange creatures and discovers firsthand how they react to science and reason. Included: a fable about testing the Tooth Fairy.”
Online CT Tutorials
CT Teaching Journals
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Inquiry: Critical Thinking Across the Disciplines
http://www.pdcnet.org/inq.html
"A forum for the discussion of issues related to critical thinking across disciplinary boundaries. Inquiry's primary emphasis is on the theory and practice of critical thinking in post-secondary educational contexts, and the journal seeks to make available educational vehicles that support student development of critical thinking skills.
CT Teaching Bibliography
Note: Underlined titles are linked to MCCCD Libraries holdings.
Barnes, C. A. (1992). Critical Thinking: Educational Imperative: New Directions for Community Colleges, No. 77. San Francisco: Jossey-Bass.
BC177 .C75 1992 SCC
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
LB2331 .B677 1995: CGC PCC RSC
Golub, J., & Committee on Classroom Practices. (1986). Activities to promote critical thinking. Urbana, IL: National Council of Teachers of English.
PE66 .A38 1986: PVC
Graff, G. (2003). Clueless in academe: How schooling obscures the life of the mind. New Haven: Yale University Press.
Grant, G. E. (1988). Teaching critical thinking. New York: Praeger.
BF441 .G73 1988: PVC
Halpern, D. A. (1999, Winter). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 1999 (80), 69-74
Kuhn, D. (2005). Education for thinking. Cambridge, MA: Harvard University Press.
LB1590.3 .K84 2005: GCC
Leshowitz, B., DiCerbo, K. E., & Okun, M. A. (2002).
Effects of instruction in methodological reasoning on information evaluation. Teaching of Psychology, 29(1), 5-10.
McMahon, C. M. (Ed.). (2005). Critical thinking: Unfinished business. San Francisco: Jossey-Bass.
B809.2 .C74 2005: CGC SCC
McPeck, J. E. (1981). Critical thinking and education. New York: St. Martin's Press.
Paul, R. (1990). Infusing Critical Thinking Into Community College Instruction. Sonoma State University: Center for Critical Thinking and Moral Critique, KRCB-TV (Rohnert Park, CA), PBS Adult Learning Satellite Service.
Call #: BF441 .I582 1990 SCC
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