In the last two columns the authors introduced the idea of ethical reasoning and discussed its importance to education. They dealt with the problem of egocentric thinking as a barrier to ethical reasoning. And they focused on the importance of distinguishing ethics from other modes of thought with which it is often confused, namely social…

Argues that few students learn to think well within the disciplines and domains of knowledge and experience. Offers 18 ideas for students to utilize in order to become better critical thinkers and learners, including: (1) becoming an active learner; (2) becoming a questioner; and (3) looking for interconnections. First in a series of articles.…

Third in a series of columns focusing on teaching students to think critically, this column provides three templates useful in helping students practice analyzing and assessing the logic of a text. Discusses how to analyze an article, essay, or chapter; comprehend the logic of a textbook; and evaluate an author's reasoning. (NB)

Stresses that critical thinking is more than a set of skills; it also involves intellectual traits that should be cultivated. These traits include intellectual humility, courage, empathy, integrity, and perseverance; faith in reason; and fair-mindedness. Self-questioning is an important means of developing these traits. (SL)

Lists nine strategies that help students move from being an "unreflective thinker" to a "master thinker," discussing in detail the last five strategies: reshaping character; dealing with egocentrism; redefining the way to see things; getting in touch with emotions; and analyzing group influences on life. (PGS)

Suggests that there are three ways of taking in information: internalizing inert information, forming activated ignorance, or achieving activated knowledge. Explains that only activated knowledge leads the learner, by implication, to more knowledge, and that seeking the logic of things can lead to discovery of activated knowledge. (NB)

Outlines the differences between inferences and assumptions in critical thinking processes. Explains that as students develop critical intuitions, they increasingly notice how their point of view shapes their experiences. (AUTH/NB)

Argues that students should continuously question the purpose of their daily classroom activities and assignments. Explains that when students are required to consider purpose, they begin to develop important intellectual skills, and to bring relevance to their critical thinking and daily life. (NB)