Foundations Critical Thinking Reading And Writing (2nd Edition)

Conceptions differ with respect to the scope of such thinking, the type of goal, the criteria and norms for thinking carefully, and the thinking components on which they focus.Its adoption as an educational goal has been recommended on the basis of respect for students’ autonomy and preparing students for success in life and for democratic citizenship.

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(Dewey 1910: 6; 1933: 9) and identified a habit of such consideration with a scientific attitude of mind.

His lengthy quotations of Francis Bacon, John Locke, and John Stuart Mill indicate that he was not the first person to propose development of a scientific attitude of mind as an educational goal.

: “The other day, when I was down town on 16th Street, a clock caught my eye. This suggested that I had an engagement at 124th Street, at one o'clock. If not, I might lose more than twenty minutes in looking for one.

I reasoned that as it had taken me an hour to come down on a surface car, I should probably be twenty minutes late if I returned the same way. Then I thought of the elevated, and I saw there was such a line within two blocks. If it were several blocks above or below the street I was on, I should lose time instead of gaining it.

In the 1930s, many of the schools that participated in the Eight-Year Study of the Progressive Education Association (Aikin 1942) adopted critical thinking as an educational goal, for whose achievement the study’s Evaluation Staff developed tests (Smith, Tyler, & Evaluation Staff 1942).

Glaser (1941) showed experimentally that it was possible to improve the critical thinking of high school students.

“I then tried to imagine all possible purposes of the pole, and to consider for which of these it was best suited: (a) Possibly it was an ornament.

But as all the ferryboats and even the tugboats carried poles, this hypothesis was rejected.

Controversies have arisen over the generalizability of critical thinking across domains, over alleged bias in critical thinking theories and instruction, and over the relationship of critical thinking to other types of thinking.

active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends.

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