Abstract

The primary objective of this dissertation has been to explicate and evaluate Richard W. Paul's theory of critical thinking and to determine its theoretical adequacy for teaching-studenting practices. Philosophical analysis was used to attempt to describe the conditions of critical thinking and the standards or principles which apply to make thinking critical. By determining the conditions necessary for critical thinking, I was then able to examine the significance critical thinking has in education. The conditions of critical thinking were described by focusing on one person's theory of critical thinking, Richard W. Paul's, a current philosopher working in this area. ;I began by establishing the need to develop our critical thinking skills. It was shown that Paul's critical thinking theory includes what others have developed in the field, and includes more, making his theory more complete. He encourages historical analysis and aims at achieving an articulate awareness of social structures. He encourages us to examine our beliefs and thoughts to determine if they are sound. Paul's theory is practical, effective, efficient, and feasible. This can be seen in his praxiological recommendations. His critical thinking theory gives us a way to improve our education system and make our schools a place that encourages people's ability to think as deeply as possible. ;Weaknesses with Paul's theory are that he has semantic problems, lacking exactness in his definitions and lacking analysis of terms he uses. His theory is not exclusive and not externally coherent with psychological theories he attempts to attach to, such as Piaget's. He has made assumptions about human nature being primarily self-centered and irrational which cause problems for him with the goals and beliefs he has expressed. His assumptions about human nature lead him to relativity. Paul is confusing on what he means by "strong sense critical thinking," one version being stronger than the other, the stronger version making it impossible to make a decision without hedging. ;I have emended Paul's theory and extended it by focusing on his "strong sense critical thinking." I have presented a constructive/creative approach to critical thinking, through the use of current feminist theory in ways of knowing