Critical Thinking Development

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Controversies have arisen over the generalizability of critical thinking across domains, over alleged bias in critical thinking theories and instruction, and over the relationship of critical thinking to other types of thinking.

active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends.

“Critical thinkers” have the dispositions and abilities that lead them to think critically when appropriate.

The abilities can be identified directly; the dispositions indirectly, by considering what factors contribute to or impede exercise of the abilities.

My mind went back to the subway express as quicker than the elevated; furthermore, I remembered that it went nearer than the elevated to the part of 124th Street I wished to reach, so that time would be saved at the end of the journey.

I concluded in favor of the subway, and reached my destination by one o’clock.” (Dewey 1910: 68-69; 1933: 91-92) : “Projecting nearly horizontally from the upper deck of the ferryboat on which I daily cross the river is a long white pole, having a gilded ball at its tip.

In the 1930s, many of the schools that participated in the Eight-Year Study of the Progressive Education Association (Aikin 1942) adopted critical thinking as an educational goal, for whose achievement the study’s Evaluation Staff developed tests (Smith, Tyler, & Evaluation Staff 1942).

Glaser (1941) showed experimentally that it was possible to improve the critical thinking of high school students.

(b) Possibly it was the terminal of a wireless telegraph. Besides, the more natural place for such a terminal would be the highest part of the boat, on top of the pilot house.

(c) Its purpose might be to point out the direction in which the boat is moving.

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