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ERIC Number: EJ1018253
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1544-0389
Development and Motivation in/for Critical Thinking
Riggs, Larry W.; Hellyer-Riggs, Sandra
Journal of College Teaching & Learning, v11 n1 p1-8 2014
An explicit link between the issues of development and critical thinking is provided by Elder and Paul (1996). In their stage theory of critical thinking, Elder and Paul argued that the first stage beyond unreflective thinking is that of the challenged thinker. The challenged thinker is one who has become aware of the actual role of thinking in life and of significant problems caused by unreflective thinking. This is in accord with our experience, which we will describe and analyze in this article. History and contemporary society are saturated with and driven by thinking, much of which is developmentally immature and disastrous. Scriven and Paul (1987) made the crucial point that shoddy thinking is costly. Our approach to fostering critical thinking deals with the issue of motivation to think critically by focusing on the costs of not doing so. We agree with McPeck (1994) that some course content areas are more suitable than others for fostering critical thinking. In the courses we will describe here, we are able to challenge students to think about issues that have significant impact in the social world. Our goal is to move students to recognize that they can, and should, become critical thinkers and that recognizing meaningful challenges is the first developmental step.
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A