In our last critical thinking column we introduced the idea of intellectual standards and pointed out that all natural languages are repositories for such standards, which, when appropriately applied, serve as guides for assessing human reasoning. We argued that intellectual standards are necessary for cultivating the intellect and living a…

Examines the importance of teaching critical thinking and intellectual standards through the use of an engaged lecture style. Indicates that engaged lectures pressure students to intellectually process the information conveyed by the teacher and thus better understand the lecture's content. Describes the key issues regarding the implementation of…

Asserts that becoming adept at understanding the logic of subjects, issues, and questions is a competency that, once learned, becomes a foundation for highly skilled and practical teaching and learning. Promotes the model of teaching students to seek the logic of things through the logic of science. (VWC)

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)

Advocates teaching critical thinking through showing students the logic of a subject. Uses one example of instruction in history that allows students to think their way through the logic of the subject rather than memorize bits and pieces of someone else's thought (never grasping its logic). (VWC)

The typical college student is unable to deeply comprehend what he or she reads. Most students have few, if any, intellectual tools that would enable them to read deeply, and then apply what they have read. The "Critical Thinking and the Art of Close Reading" series (which includes this column and the past three columns) focuses on some of the…