Smart Thinking: Skills for Critical Understanding and Writing 2E is a practical step-by-step guide to improving skills in analysis, critical thinking, and the effective communication of arguments and explanations. The book combines an accessible and straightforward style, with a strong foundation of knowledge. The text treats reasoning as an aspect of communication, not an abstract exercise in logic. The book not only provides detailed advice on how to practise analytical skills, but also demonstrates how these (...) skills can be used in research and writing. In particular, it emphasises how to develop arguments that are coherent and that take account of their audience and context. (shrink)

During the past decade, the Philosophy for Children Program has offered teacher-training workshops throughout the United States and elsewhere. The workshops frequently supported by grants, enable teachers to work with a professional philosopher in developing the skills required for teaching critical thinking to elementary and intermediate schools.

John N Andrews; General Thinking Skills: are there such things?, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 71–79, https://doi.o.

Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills. We randomly assign 31 sessions of business classes to four groups and collect data from three sources: in-class performance, university records, and Internet surveys. Our 2 × 2 ANOVA results showed no significant between-subjects differences. Contrary to our expectations, students improve their critical thinking skills, with or without the intervention. Female and Caucasian students improve their (...) critical thinking skills, but males and non-Caucasian do not. Positive performance goals and negative mastery goals enhance and decrease improvements of their CTA scores, respectively. ACT and age are related to pre- and post-test. Gender is related to pre-test. GPA is related to post-test. Results shed light on the Pygmalion effect, the Galatea effect, ability, motivation, and opportunity as signals for human capital, and business ethics. (shrink)

Given the widespread acceptance of computational thinking in educational systems around the world, primary and higher education has begun thinking about how to cultivate students' CT competences. The artificial intelligence of things combines artificial intelligence and the Internet of things and involves integrating sensing technologies at the lowest level with relevant algorithms in order to solve real-world problems. Thus, it has now become a popular technological application for CT training. In this study, a novel AIoT learning with Augmented (...) Reality technology was proposed and explored the effect of CT skills. The students used AR applications to understand AIoT applications in practice, attempted the placement of different AR sensors in actual scenarios, and further generalized and designed algorithms. Based on the results of the experimental course, we explored the influence of prior knowledge and usage intention on students' CT competence training. The results show that proposed AIoT learning can increase students' learning intention and that they had a positive impact on problem solving and comprehension with AR technology, as well as application planning and design. (shrink)

Although higher education understands the need to develop critical thinkers, it has not lived up to the task consistently. Students are graduating deficient in these skills, unprepared to think critically once in the workforce. Limited development of cognitive processing skills leads to less effective leaders. Various definitions of critical thinking are examined to develop a general construct to guide the discussion as critical thinking is linked to constructivism, leadership, and education. Most pedagogy is content-based built on (...) deep knowledge. Successful critical thinking pedagogy is moving away from this paradigm, teaching students to think complexly. Some of the challenges faced by higher education moving to a critical thinking curricula are discussed, and recommendations are offered for improving outcomes. (shrink)

Vocational Education and Training programs are fuelled by technical and practical educational modules. The teaching staff adopts both traditional and innovative pedagogical frameworks to increase the generalization and maintenance of practical skills. At the same time, VET teachers and trainers have a few occasions to promote and include disciplines and educational programs for enhancing students' soft skills, e.g., critical thinking skills and media literacy. Following the European VET framework and literature of the field, CT and ML (...) represent a social challenge that requires even more efforts by academics, practitioners, and policymakers. Thisstudy situates into this context with the aim of introducing a novel educational approach for supporting the teaching staff in the promotion of students' CT and ML. This educational approach has been realized by the team of researchers and trainers of the NERDVET project, an Erasmus+ KA3 project devoted to the promotion of new tools and policies for enhancing CT and ML in VET. To pursue this aim, the team has employed the self-nudging model which regards the individuals' set of cognitive and behavioral strategies that individuals can develop to target a specific objective. By framing pedagogical strategies into this perspective, the team realized an initial approach for educational activities and teaching strategies to promote students' CT and ML. (shrink)

In the recent years, problem-solving become a central topic that discussed by educators or researchers in mathematics education. it’s not only as the ability or as a method of teaching. but also, it is a little in reviewing about the components of the support to succeed in problem-solving, such as student's belief and attitude towards mathematics, algebraic thinking skills, resources and teaching materials. In this paper, examines the algebraic thinking skills as a foundation for problem-solving, and (...) learning cycle as a breath of continuous learning. In this paper, learning cycle to be used is a modified type of 5E based on beliefs. (shrink)

This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process (...) of thinking informs our actions in a way that rational thinking by itself cannot. We can try to impose rational thinking on our tacit, concrete process of thinking but knowing how to be just abstractly, for example, does not necessarily make us act justly in the moment. Philosophical practice puts us in touch with our own tacit, concrete process of thinking. Through dialogue (Bohm, Buber) we become more than skilled rational thinkers ; we become skilled thinking beings. (shrink)

Maralee Harrell. The Improvement of Critical Thinking Skills in What Philosophy.

The aim of this paper is to present the results of our analysis regarding the development of critical thinking skills for the subject Macedonian language for specific purposes 2, research conducted in the online teaching period in the academic 2019-2020. The appearance of COVID-19 virus in March 2020 and the pandemic that it caused seriously affected the educational process. But the well-established Google Meet and Google Classroom platforms have proven to be a solid foundation for teaching in extraordinary (...) circumstances at SEEU. Our goal in the past period was mainly aimed at developing and improving the critical thinking skills which are clearly defined in the syllabus. Definitions of the term critical thinking are given, as well as the results of our research regarding the development of critical thinking skills during online teaching. In terms of methodology, for each skill an exercise was given, which was assessed by the professor and the students received feedback. Our research covers 7 critical thinking skills. An analysis is emphasized as one of the key skills for developing critical thinking. The ability to apply established personal, professional and social rules and criteria reflects students’ ability to present information in their own way. In the modern world, access to information is readily available. The development of critical thinking by mastering the skill of logical reasoning was aimed at establishing correlations and conclusions that are supported or determined by the above data in the form of a debate on the criteria for successful professional communication. The ability to distinguish is emphasized as one of the skills for developing critical thinking. The novelties in the future should be mainly focused on the main challenge, which is the motivation of the students for active participation because according to our expected results there was more pressure for their activity on Google Meet, but they showed significant interest in the exercises that affected the final grade (according to our previous experience, that was characteristic for the period of teaching with physical presence). The active involvement of the students, but also the additional engagement of the professors in these extraordinary circumstances will contribute to a quality and smooth mastering of the skills for critical analysis. (shrink)

Adopting a much broader notion of thinking than that associated with the Critical Thinking movement, this paper addresses the question of thinking skill generality. An analysis of the concept of ‘thinking skill’ suggests ways in which this notion has been misapplied. The paper demonstrates the importance of thinking tasks and argues for a non–universalistic notion of thinking skill generality. The domains–view of thinking is assessed, evidence from secondary research being used to show that (...) thinking skills are not domain–specific simply by virtue of being instantiated with disciplinary content. The prevalence of general procedural knowledge in our thinking practices notwithstanding, empirical evidence suggests the existence of at least two kinds of domain–specific thinking skills: those in which thinking is essentially the application of domain–specific declarative knowledge; and those addressing specialised, domain–specific, thinking tasks. (shrink)

Steven Higgins and Vivienne Baumfield have recently attempted to defend the much discussed idea of general thinking skills against attacks from three quarters: what they regard as a priori objections, which they liken to Zeno's paradox that Achilles will not catch the tortoise; domains theories of knowledge, which oppose the idea of thinking skills being general and transcending domains; and the claim that experts use subject specific knowledge, and don't use general thinking skills. We (...) examine these defences and find them flawed and worrying. We conclude that this is a domain in serious need of a priori approaches. (shrink)

Steven Higgins and Vivienne Baumfield have recently attempted to defend the much discussed idea of general thinking skills against attacks from three quarters: what they regard as a priori objections, which they liken to Zeno's paradox that Achilles will not catch the tortoise; domains theories of knowledge, which oppose the idea of thinking skills being general and transcending domains; and the claim that experts use subject specific knowledge, and don't use general thinking skills. We (...) examine these defences and find them flawed and worrying. We conclude that this is a domain in serious need of a priori approaches. (shrink)

I explore methods for the explicit instruction of critical thinking in a topics-based philosophy course. These methods make the classroom more experiential and less didactic and involve students in the philosophical process, allowing them to learn content while using the methods of philosophy to work through, explain, or produce similar content. Experiential learning—approaching learning as a “continuous process grounded in experience” involving the acquisition of practices, the specialization in those practices, and the integration of oneself into the learning process—enhances (...) traditional philosophy classrooms, and explicitly teaching critical thinking skills involves the methods of experiential learning. After an overview of relevant aspects of experiential learning and addressing how experiential learning methods can be used for the explicit teaching of critical thinking skills, I explain four methods I use to explicitly teach critical thinking in my introductory classes. (shrink)

This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process (...) of thinking informs our actions in a way that rational thinking by itself cannot. We can try to impose rational thinking on our tacit, concrete process of thinking but knowing how to be just abstractly, for example, does not necessarily make us act justly in the moment. Philosophical practice puts us in touch with our own tacit, concrete process of thinking. Through dialogue we become more than skilled rational thinkers ; we become skilled thinking beings. (shrink)

The paper addresses the methodology used by the teacher-KEYWORDS: facilitator to plan P4C sessions. The classic method consists of identifying the guidelines of the dialogue from a provisional mapping of the text, but this can be supplemented or replaced by other tools‡. GrupIREF and the Filosofía Lúdica movement§ use an approach that focuses on thinking skills. The P4C session is planned from the choice of the thinking skills to be trained - or possibly the attitudes and (...) ethical values that appear in the stimulus used. This article proposes an alternative to the classical planning approach, examining the basis of the model considered and offering a practical example. ITA_Focus dell’articolo è la modalità di pianificazione delle sessioni di Philosophy for Children, P4C, da parte del docente-facilitatore. Il metodo classico consiste nell’individuazione di linee-guida del dialogo a partire da una mappatura orientativa del testo-pretesto, ma ciò può essere integrato, o sostituito da altre modalità*. Il GrupIREF e il movimento della Filosofía Lúdica† utilizzano un approccio che privilegia le abilità di pensiero. La sessione P4C viene pianificata a partire dalla scelta dell’abilità di pensiero da allenare – o eventualmente dell’atteggiamento etico e dei valori legati al pre-testo utilizzato. Il presente lavoro suggerisce un’alternativa alla progettazione classica, attraverso una disamina delle basi del modello considerato, e ne offre un esempio pratico. (shrink)

This paper examines relationships between teaching critical thinking and teaching philosophy to adolescents (ages 12–17). The focus is on argumentation, especially on the method used to determine how well the premises of an argument support its conclusion. The method is the method of counterexamples. This article describes the results of teaching this method to adolescents (ages 12–17) who were participants in a summer enrichment program at Rutgers University-Newark, the Rutgers-Merck Summer Bioethics Institute. The participants were to learn about the (...) philosophical ideas underlying current biomedical technologies. The article discusses the basic ideas of argumentation and the method of counterexamples for determining the support that premises give to conclusion for a given argument, and it discusses teaching this method to adolescents. The article describes how to assess that they have properly learned it, and, finally, it closes with a discussion of the cognitive skills adolescents acquire in learning philosophy. Teaching a reliable method of determining argument support for a conclusion prior to teaching philosophy to adolescents results in their achieving a deeper understanding of philosophy. (shrink)

Theorists have hypothesized that skill in critical thinking is positively correlated with the consistent internal motivation to think and that specific critical thinking skills are matched with specific critical thinking dispositions. If true, these assumptions suggest that a skill-focused curriculum would lead persons to be both willing and able to think. This essay presents a researchbased expert consensus definition of critical thinking, argues that human dispositions are neither hidden nor unknowable, describes a scientific process of (...) developing conventional testing tools to measure cognitive skills and human dispositions, and summarizes recent empirical research findings that explore the possible relationship of critical thinking skill and the consistent internal motivation, or disposition, to use that skill. Empirical studies indicate that for all practical purposes the hypothesized correlations are not evident. It would appear that effective teaching must include strategies for building intellectual character rather than relying exclusively on strengthening cognitive skills. (shrink)

This essential that prospective teachers develop critical thinking skills. However, they cannot develop these skills simply by reading the assigned text, taking notes during lecture, and completing exams. The case method of instruction (CMI) relies on real-life situations to teach students general problem solving and decision making through active participation in the leaming process. Thus, CMI offers an effective means of developing the critical thinking skills of prospective teachers. This article presents guidelines teacher educators can (...) follow to create case-based classrooms. Specific recommendations are offered regarding case selection, case presentation, case writing, and case evaluation procedures. (shrink)

There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard critical thinking courses (...) could provide substantial increases in student learning and performance. (shrink)

Argument-mapping software abounds, and one of the reasons is that using the software has been shown to teach/promote/improve critical thinking skills. These positive results are very encouraging, but they also raise the question of whether the computer tutorial environment is producing these results, or whether learning argument mapping, even with just paper and pencil, is sufficient. Based on the results of two empirical studies, I argue that the basic skill of being able to represent an argument diagrammatically plays (...) an important role in the improvement of critical-thinking skills. While these studies do not offer a direct comparison between the two methods, it is important for anyone wishing to employ argument mapping in the classroom to know that significant results can be obtained even with the most rudimentary of tools. (shrink)

In _The __Critical Advantage_, noted scholar and early childhood expert William T. Gormley, Jr. takes a wide-ranging look at the important role of critical thinking in preparing students for college, careers, and civic life. Drawing on research from psychology, philosophy, business, political science, neuroscience, and other disciplines, he offers a contemporary definition of critical thinking and its relationship to other forms of thinking, including creative thinking and problem solving. When defined broadly and taught early, he argues, (...) critical thinking is a “potential cure for some of the biggest problems we face as a nation,” including education deficits, employment deficits, and the recent surge of partisanship in democratic politics. While there are encouraging signs—the Common Core State Standards have drawn attention to the importance of critical thinking—recent efforts have been too narrowly focused on improving textual analysis in high school. Those who might benefit the most from curricula prioritizing critical thinking, including disadvantaged students, are less likely to be represented in courses and other activities that encourage this skill. Gormley argues for prioritizing critical thinking skills in PreK–12. He takes readers into innovative classrooms around the country, including schools in Pennsylvania, Oklahoma, and Virginia, and offers specific recommendations for promoting critical thinking and embedding it across the curriculum. _The Critical Advantage_ is an insightful and fascinating account of an intellectual journey culminating in a fresh vision for the future of US schooling. (shrink)

In this paper, we present an especially effective tool for helping students to learn and apply the skills of critical reasoning. Our Writing Portfolio Project is a set of nine progressively staged writing assignments that guide students through the formulation and development of an argumentative paper. The set of assignments are designed to reinforce, reintroduce, and repeat critical reasoning skills. In this paper, we articulate the potential uses for the Writing Portfolio Project, give a brief explanation of the (...) reasoning behind the format of the project, and indicate ways one might implement the Writing Portfolio Project into one’s curriculum. (shrink)

There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural and relatively minor modifications to standard critical (...) class='Hi'>thinking courses could provide substantial increases in student learning and performance. (shrink)

The paper that follows is a report written in 1988 describing a city-wide program that was in effect in New York City from 1985 until 1988. It was intended for publication in a journal, The New York Supervisor, which unfortunately ceased to exist during that year. The program described included twelve school districts at its initiation and resulted in a variety of projects which included: A Philosophy for Children project in three districts; a three year effort to intregrate critical (...) class='Hi'>thinking in the reading, social studies, and bilingual curricula in one district; a two year program to integrate thinking skills into a gifted and talented program in yet another; infusion of thinking skills into the reading program in two other districts; a mathematics curriculum for gifted middle school students, a science curriculum for junior high school students, a curriculum based on local history; a program for drop-out prevention; and a prgram to enhance critical thinking through a media center in five other districts. (shrink)

After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we performed an experiment twice over the course of two semesters to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the first semester, and five in the second; in each semester students in some lectures were taught the material using argument diagrams as a tool to (...) aid understanding and critical evaluation, while the other students were taught using more traditional methods. In each lecture, the students were given a pre-test at the beginning of the semester, and a structurally identical post-test at the end. We determined that the students did develop the skills in which we were interested over the course of the semester. We also determined that the students who were taught argument diagramming gained significantly more than the students who were not. We conclude that learning how to construct argument diagrams significantly improves a student’s ability to analyze arguments. (shrink)

This paper’s purpose is to provide a foundation for viewing critical thinking as both a maximal and typical performance construct. While maximal performance measures the best a person can do, typical performance measures what the person is most likely to do. An overview of maximal performance, including its history and limitations, will be given. The role of maximal and typical performance in cognitive development will be demonstrated through an exploration of the relationships between behavior, the environment, personality, crystallized intelligence, (...) and fluid intelligence. Furthermore, these topics will be related to the development and use of critical thinking skills. Discussion will conclude with directions for future research. (shrink)

The rapid development of computers and technology affects modern daily life. Individuals in the digital age need to develop computational thinking skills. Existing studies have shown that programming teaching is conducive to cultivating students’ CT, and various learning models have different effects on the cultivation of CT. This study proposed a problem-oriented learning model that is closely related to programming and computational thinking. In all, 60 eighth-grade students from a middle school in China were divided into an (...) experimental group which adopted the POL model, and a control group which adopted the lecture-and-practice learning model. The results showed that the students who were instructed using the POL model performed better than those who were instructed using the LAP model on CT concepts, CT practices, and CT perspectives. Significant differences were found for CT concepts and CT perspectives, but not for CT practices. Findings have implications for teachers who wish to apply new learning models to facilitate students’ CT skills, and the study provides a reference case for CT training and Python programming teaching. (shrink)

There has been developing interest in thinking skills in schools over the past decade. However in the UK the consensus seems to have been against the possibility of the very existence of general thinking skills. We present three main arguments in defence of general thinking skills which hinge upon assumptions in a priori arguments about transfer, we suggest that a clearer definition of the domains of knowledge theory is necessary for the way it is (...) used against thinking skills and we offer a consideration of the expert/novice objections about subject or domain-specific knowledge. (shrink)

There has been developing interest in thinking skills in schools over the past decade. However in the UK the consensus seems to have been against the possibility of the very existence of general thinking skills. We present three main arguments in defence of general thinking skills which hinge upon assumptions in a priori arguments about transfer, we suggest that a clearer definition of the domains of knowledge theory is necessary for the way it is (...) used against thinking skills and we offer a consideration of the expert/novice objections about subject or domain-specific knowledge. (shrink)

The seventh Korea elementary school curriculum implies that it is possible to activate higher-order thinking by accepting constructivism as a paradigm. However, the absence of effective and concrete way to make it possible disturbs the goal of the new curriculum. I summarized the class contents of what I did for the last two years in the contest that is for improvement of instruction. As I got a bronze medal twice in Seoul teachers teaching contest, it can be a good (...) example for teaching. I hope that it offers concrete materials for general class instructions. I managed five parts of research flexibly for a year. 1. Making the environment for Community of Inquiry (COI) model: being considerate of others in the class. 2. Stressing the reading habit: extending background knowledge and cultivating self-centered learning ability. 3. Discussion: training thinking skill with games. 4. Assessment and Feedback: writing with activity papers, writing portfolio and art-book. 5. Generalization: sharing materials with others, teaching mixed grade students with COI model. As a result, I found out that thinking skill stimulates students' thinking ability as well as their behavior change. Also it proved the positive parts of COI model by showing that COI model improved the creative writing ability. (shrink)