ERIC Number: ED352335
Record Type: RIE
Publication Date: 1989
Misconceptions in Teaching for Critical Thinking. Resource Publication, Series 2 No. 3.
A working definition of critical thinking is needed to guide teachers to encourage their students to think critically and to coach them as they proceed. Constructing a working definition involves first identifying certain assumptions that, when taken collectively, may be incompatible with an effective definition of critical thinking. Among these misconceptions are: (1) teaching for thinking is equivalent to teaching for critical thinking; (2) reflective teachers produce reflective learners, and therefore, students will think critically if teachers teach what they know in a critical way; (3) teaching about critical thinking is an effective way to teach for critical thinking; (4) teaching for critical thinking involves drilling for thinking skills; (5) teaching for logical thinking is equivalent to teaching for critical thinking; and (6) teaching for learning is just as good as teaching for critical thinking. Critical thinking is a way of making education relevant. It can be conceived of as thinking that is reliant upon criteria, self-correcting, sensitive to context, and conducive to judgment. These features can be operationalized when the classroom is converted to a community of inquiry. (IAH)
Publication Type: Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Montclair State Coll., Upper Montclair, NJ. Inst. for Critical Thinking.
Note: For other documents in this series, see SP 034 129-137.