Students live in a world of thoughts. They accept some thoughts as true. They reject others as false. But the thoughts they perceive as true are sometimes false, unsound, or misleading. And the thoughts they perceive as false and trivial are sometimes true and significant. People don't automatically sense what is reasonable and what is…

Discusses six stages of the development of critical thinkers: unreflective, challenged, beginning, practicing, advanced, and master thinkers. For each stage, describes the defining feature, the principle challenge, the knowledge or insight into thinking expressed, and the individual's skill in thinking. (AJL)

Describes the following six stages that individuals go through as they develop as critical thinkers: reflective, challenged, beginning, practicing, advanced, and master thinker. For each stage, describes relevant intellectual traits, the self-assessment needed to move forward, and potential obstacles. (AJL)

Discusses the implications of the stage theory of critical thinking development. Argues that people actively pass through the predictable stages of unreflective, challenged, beginning, practicing, advanced, and master thinkers and that educators must bring critical thinking into instruction at the foundational level. Analyzes implications for…

Asserts that students' emotions should be nurtured in the educational process to help foster positive reactions to instructional materials. States also that the relationship between the cognitive function of the mind and the affective, or feeling, dimension must be understood so that students will develop critical-thinking skills. (VWC)