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The Palgrave Handbook of Critical Thinking in Higher Education

Questions, context, and challenges What this book does Considerations What should be done?Three rival perspectives Critical thinking movements Toward a model of critical thinking The place of critical thinking in higher education What is critical thinking?Critical thinking as reflective thinking (the “skills-and-judgments" view)A taxonomy of critical thinking skills Critical thinking as dispositions (the “skills-plus-dispositions" view)A taxonomy of critical thinking dispositions Critical thinking as a composite of skills and attitudes Dimensions of criticality: An axis diagram Critical thinking as “criticality" (The “skills-plus-dispositions- plus-actions" view)What is “criticality"?An example of “criticality"The axis diagram revisited Critical thinking as critical pedagogy The axis diagram revisited again Conclusion References I What Is Critical Thinking in Higher Education?Critical Thinking: A Streamlined Conception Beginnings Brief listings of dispositions and abilities of the ideal critical thinker Critical thinking dispositions Critical thinking abilities Exemplification of critical thinking dispositions and abilities The charge of murder in this trial Critical thinking dispositions exemplified Critical thinking abilities exemplified The next step Summary Acknowledgments References Critical Thinking and/or Argumentation in Higher Education Introduction Critical thinking Argumentation Critical thinking and argumentation A disposition to be critical Lecturers' disposition to celebrate the critical Knowledge of key theories and models of argumentation Awareness of the way argument manifests itself in different disciplines Drilling down at the point of dispute The development of argument skills during a degree Conclusion References A Curriculum for Critical Being Only connect Students as persons Purifying purity For critical persons Keep it simple Levels of a critical education The domains of critical being Conclusion References Willingness to Inquire: The Cardinal Critical Thinking Virtue Critical thinking skills Critical thinking virtues Willingness to inquire A response to one detractor Conclusion Acknowledgments References II Teaching Critical Thinking Teaching Critical Thinking: An Operational Framework The need for conceptual clarity Process adopted Conceptualizing an operational framework Skills and critical thinking Disposition and critical thinking Knowledge and critical thinking Applying theory to practice Supporting critical thinking performance Conclusion References Teaching Critical Thinking for Lifelong Learning The problem identified Why is it difficult to improve critical thinking skills?Three potential solutions Lifelong learning and motivation Lifelong learning and metacognition Conclusion References Teaching Critical Thinking as Inquiry Critique of conventional critical thinking courses Critique of conventional disciplinary teaching Teaching critical thinking as inquiry Teaching inquiry in separate courses Capital punishment What is the issue?What kinds of claims or judgments are at issue?What are the relevant reasons and arguments on various sides of the issue?What is the context of the issue?Inquiries in specific areas Integrating inquiry into subject area instruction What is the issue?What kinds of claims or judgments are at issue?What are the relevant reasons and arguments on various sides of the issue?What is the context of the issue?Fostering inquiry across the disciplines Conclusion References Debate's Relationship to Critical Thinking Critical thinking as culture Understanding debating What debating looks like Toward critical thinking as culture Debating as the pedagogy of critical thinking culture Conclusion References Thick Critical Thinking: Toward a New Classroom Pedagogy The traditional modes of teaching critical thinking Foundations of thick critical thinking Thick critical thinking in the classroom Conclusion References A Disciplined Approach to Critical Thinking Physics History Economics Law Medicine Discussion References Using Argument Mapping to Improve Critical Thinking Skills Argument mapping Using AM in CT instruction Does it work?Empirical research on impact of AM instruction Taking a meta-analytic approach Future directions Why does it work?What dimensions of CT are being enhanced?How much CT gain can be generated?What would it take to achieve gains of this order?References III Incorporating Critical Thinking in the Curriculum The Relationship between Self-Regulation, Personal Epistemology, and Becoming a “Critical Thinker": Implications for Pedagogy What it means to be a critical thinker The role of goals and beliefs in becoming a critical thinker Self-regulation in the context of becoming a critical thinker Environmental impacts on becoming a self-regulated critical thinker Implications for critical thinking pedagogy in higher education Goals and beliefs Opportunity Competence Conclusion References Using Argument Diagramming to Teach Critical Thinking in a First-Year Writing Course The importance of critical thinking skills Teaching critical thinking skills Two models for argument analysis Toulmin Beardsley-Freeman Using Toulmin's method of argument analysis in writing courses Using the CMU argument diagramming model Effectiveness of the CMU argument diagramming method Conclusion Acknowledgments References Virtue and Inquiry: Bridging the Transfer Gap Introduction Virtuous inquiry The standard critical thinking course, the virtues, and the problem of transfer How might one teach in order to develop the motivational and regulatory virtues?Conclusion: The critical thinking teacher as coach References Proposition Testing: A Strategy to Develop Critical Thinking for Essay Writing Essays and critical thinking Learner conceptions, assessment activities, and learning outcomes Background to this study Student conceptions of critical thinking and essay writing revealed in this study Conceptions of critical thinking Conceptions of an essay Connections between conceptions of critical thinking and understanding of essays The new assessment process Determining the effectiveness of the new assessment process Pass Credit Distinction High distinction Discussion Conclusion References Conditions for Criticality in Doctoral Education: A Creative Concern Why creativity matters in critical thinking Framing the educational conditions for criticality The notion of criticality Educational conditions through the lens of Hannah Arendt Criticality in labor: a questioning approach Criticality in work: an expressive approach Criticality in political action: a relational approach Grasping the conditions and thresholds for criticality in doctoral education Conditions for criticality Thresholds for criticality A call for strengthening the individual and creative voice References The Effectiveness of Instruction in Critical Thinking Measuring instructional effectiveness Effectiveness of computer-assisted instruction in critical thinking Comparative effectiveness of different methods Summary References IV Critical Thinking and Culture Do Students from Different Cultures Think Differently about Critical and Other Thinking Skills?The need for critical thinking What students think about thinking skills Do cultural differences impact student thinking?Investigating student perceptions about thinking skills How we conducted our study Our results: students' thoughts on thinking skills What do instructors expect?What characteristics do good thinkers possess?When might such skills not be applicable?How can we improve our thinking skills?What does critical thinking mean?Similarities and differences between the groups: some implications Knowledge and expectations about critical thinking: some implications Where to from here?References Critical Thinking through a Multicultural Lens: Cultural Challenges of Teaching Critical Thinking Introduction: critical thinking in non-Western cultures North American critical thinking Critical thinking in Islam and in Egypt Critical thinking as “Ijtihad" (Islamic scholarship)Critical thinking in Egypt Contextual considerations in promoting critical thinking Cultural capital Pedagogical considerations Linguistic considerations Combined capability: influence of the sociopolitical environment A practical example Conclusion Acknowledgments References Cultural Variance, Critical Thinking, and Indigenous Knowledges: Exploring a Both-Ways Approach Critical thinking skills: defining the context Critical thinking in a “both ways" context Critical thinking in an Indigenous higher education institute Conclusion References Critical Thinking Education with Chinese Characteristics Critical thinking education development in China Two types of problems with developing critical thinking education: Chinese characteristics What is the root of the resistance?Impediments from the uncritical tradition and the modern materialistic society Strategy to promote the future development of critical thinking education Acknowledgments References V Critical Thinking and the Cognitive Sciences Metacognitive Education: Going beyond Critical Thinking The case for metacognition Meta-conceptions General knowledge about cognition Meta self-knowledge Self-regulation Conclusion and further discussion References Applying Cognitive Science to Critical Thinking among Higher Education Students Cognitive science and the generalist/specifist debate Fallacies, biases, and heuristics Ways of overcoming faulty thinking Halpern's model for developing critical thinking Components of Halpern's model Applying Halpern's model to practice Cognitive science, critical thinking, and higher education Conclusion References Metacognition and Critical Thinking: Some Pedagogical Imperatives Metacognition Metacognition and critical thinking The metacognitive experience Pedagogical imperatives Critical thinkers Conclusion References VI Critical Thinking and the Professions Critical Thinking in Professional Accounting Practice: Conceptions of Employers and Practitioners Defining critical thinking—an academic exercise?Critical thinking—by various other names Critical thinking—as conceptualized and verbalized by practicing accountants Voices of employers and expert practitioners Voices of employers The voice of a senior accountant The voice of a senior auditor Voices of new graduates in practice Critical thinking in accounting—a view from the inside How can critical thinking skills be fostered?Acknowledgments References Critical Thinking for Future Practice: Learning to Question Framing critical thinking in critical theory Underpinned by a philosophical stance Informed by a pedagogical approach Cases of critical thinking at university Procedural critical thinking Appreciative critical thinking Divergent critical thinking Evidence-based critical thinking Implications of critical thinking for future practice Questioning practice Questioning culture Questioning identity Conclusion References Criticality in Osteopathic Medicine: Exploring the Relationship between Critical Thinking and Clinical Reasoning Osteopathy Critical thinking Historical development—parallels between critical thinking and clinical reasoning Criticality in clinical practice The relationship between critical thinking and clinical reasoning Practice knowledge and practice models Clinical reasoning in osteopathic medicine Implications for educating future osteopaths Conclusion References Making Critical Thinking Visible in Undergraduates' Experiences of Scientific Research What do we mean by critical thinking?The importance of context Grasping opportunities to develop critical thinking Designing a way to make the invisible visible Critical thinking, made visible Developing a framework for recognizing and describing different forms of critical thinking Critical thinking involving judgment and creativity Critical thinking and confidence Implications for future research and practice References Using Social Media to Enhance Critical Thinking: Crossing Socio-Educational Divides Defining terms: critical thinking and social media Social media and critical thinking: an odd couple?Case studies: using social media to promote critical thinking Synthesizing multiple perspectives in music in online discussions Using online presence to encourage critical reflection in creative writing Revising and rewriting: science knowledge building and critique on the Net Conclusion: exploiting social media for critical thinking Acknowledgments References VII Social Perspectives on Critical Thinking Speaking Truth to Power: Teaching Critical Thinking in the Critical Theory Tradition The critical theory tradition of critical thinking What does a classroom informed by critical theory explore?Militarism Capitalism White supremacy Patriarchy Heterosexism Ableism How do teachers model criticality for students?Conclusion: further research into integrating analytical and critical traditions References Stumbling over the First Hurdle? Exploring Notions of Critical Citizenship Contextualizing critical citizenship education Education and notions of critical citizenship in South Africa Critical Citizenship Research Project Methodology Results and discussion Contested notions of citizenship The responsibility to address social problems in higher education institutions Implications and conclusions References Critical Pedagogy: Critical Thinking as a Social Practice Theorizing criticality—a historical perspective Critical thinking and critical pedagogy On speaking and remaining silent Concluding thoughts: criticality in the neoliberal world References The Knowledge Practices of Critical Thinking Seeing knowledge practices Legitimation Code Theory and semantic gravity A “critical reflection" essay in social work Critical incident Excavation Transformation A “reflective journal" in business studies Excavation Reflection Transformation Conclusion References Critical Thinking for Educated Citizenship Teaching critical thinking Community of learners as a way of enhancing critical thinking Community of learners as a way of enhancing critical citizenship Conclusion References

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The place of critical thinking in higher education
What is the place of critical thinking in higher education? At one level, as noted, critical thinking is all about the development of certain sorts of skills. These include skills in argumentation, and skills in making sound judgments. Employers want evidence of critical thinking skills in their employees,...
(The Palgrave Handbook of Critical Thinking in Higher Education)
What Is Critical Thinking in Higher Education?
Just what is it that counts as critical thinking, especially in the context of higher education? A belief of ours, and one that has provided much of the motivation for this volume, is that critical thought is a defining condition of higher education. Unless efforts to promote criticality are present...
(The Palgrave Handbook of Critical Thinking in Higher Education)
Applying Cognitive Science to Critical Thinking among Higher Education Students
Jason M. Lodge, Erin O'Connor, Rhonda Shaw, and Lorelle Burton Introduction One of the main aims of higher education is for students to develop their analytical and critical thinking in order for graduates to function as competent professionals (e.g., Burton, Westen, and Kowalski 2012). The importance...
(The Palgrave Handbook of Critical Thinking in Higher Education)
Cognitive science, critical thinking, and higher education
Research into various tools to support critical thinking has reaped mixed findings. Some rankings of student-developed concept maps (as opposed to teacher-developed maps) indicate more sophisticated thinking from learners (Daley, Shaw, Balistrieri, Glasenapp, and Piacentine 1999). A meta-analysis of...
(The Palgrave Handbook of Critical Thinking in Higher Education)
How do you promote critical thinking in higher education?
Critical thinking is far from being an effortlessly developable competency. Despite its transversal relevance, and even though universities identify it as a core mission, the concrétisation of critical thinking in higher education seems to be a work-in-progress process. Not only do university teachers...
(Sustainable Pedagogical Research in Higher Education: The Political, Institutional and Financial Challenges)
Critical Reflection on Global Mental Health: The Contribution of The Palgrave Handbook of Sociocultural Perspectives on Global Mental Health
To avoid the risk of becoming a hegemonic approach, it is important that advocates for GMH engage in critical reflection about the costs and benefits of global initiatives aimed at addressing mental health difficulties. As Patel (2014) states: ‘Self-reflection is essential to the improvement of the...
(The Palgrave Handbook of Sociocultural Perspectives on Global Mental Health)
Critical Thinking and/or Argumentation in Higher Education
Richard Andrews Critical thinking and argumentation are closely allied. And yet each field has its own derivation and antecedents, and the differences between these are fundamental not only to debates today about their centrality in higher education, but to the entire history of the relationship...
(The Palgrave Handbook of Critical Thinking in Higher Education)
Implications for critical thinking pedagogy in higher education
Applying the lens of self-regulation and personal epistemology to developing critical thinkers reveals the need for students to have: (1) the aspirational goals Figure 12.3 What students need to become a "critical thinker." and supporting beliefs of a critical thinker; (2) the opportunity to act...
(The Palgrave Handbook of Critical Thinking in Higher Education)
Critical thinking in an Indigenous higher education institute
At Batchelor Institute many undergraduates come with a desire to acquire Western knowledge, and to learn about Western ways of thinking. Therefore, to some degree, they may be aligning themselves to Moore's (2011, 261) notion that they need this education to be an engaged citizen of the world. Alternatively,...
(The Palgrave Handbook of Critical Thinking in Higher Education)
Might a critical intercultural pedagogy be effective and appropriate across a global and a multicultural higher education?
In earlier chapters, cited research, case studies and windows on practice have provided examples of globally diverse students engaging with others through a range of practice-lcd initiatives. Colleagues have demonstrated that designing activities can bring intercultural relationship development and critical...
(Learner Relationships in Global Higher Education: A Critical Pedagogy for a Multicultural World)