Argues that the preceding article in this periodical, written by Stephen Norris, about research related to critical thinking and the teaching of critical thinking, fails to demonstrate the scope of the research that has been done and overemphasizes a kind of specialized, compartmentalized thinking at the expense of dialectical thinking. (PGD)

Briefly analyzes and critiques "The Taxonomy of Educational Objectives" by Benjamin Bloom and others from the perspective of the values and epistemological presuppositions of the critical thinking movement. Suggests that the hierarchical organization of the taxonomy fosters mistaken assumptions about cognitive processes and may hamper…

To bring ethics into the curriculum without indoctrinating students with adults' moral incapacities, distortions, and closed-mindedness, educators need to integrate eithics with critical thinking, literature, science, history, and civics instruction. Implementation requires excellent supplemental resources, good leadership, and inservice redesign.…

Throughout its history, American education has focused narrowly on practical and vocational issues and has ignored the need for intellectual development. The lesson is not yet fully learned, and an emphasis on critical thinking as a goal of education is only beginning to gather strength. (MSE)

Responding to Goldman's critique of the Socratic method, the author redefines the "Socratic spirit" as rational dialog focused on questions of significance in an atmosphere of mutual support and cooperation. Exemplified in Lipman's "Philosophy for Children," this approach nourishes the reflective spirit in children and develops…

A collection of papers that individually and collectively make the argument that critical thinking needs to be placed at the heart of educational reform make up this volume. Thirty-nine papers are organized into three main sections: Section I is entitled: What Is Critical Thinking? This section contains the following papers: (1) The critical…

The paper's purpose is to clarify and develop some theoretical and practical implications of the concept of critical thinking, and the field of social studies is used as one example of the problem. The work of four leading critical theorists (Robert Ennis, Harvey Siegel, Michael Scriven, and R. S. Peters) is described and a distinction is made…

Short and long term strategies for implementing critical thinking skills into school programs are discussed. The short term strategy is to teach analytic skills within established subject areas, while the long term strategy involves recognizing and overcoming the unconscious obstacles to development of sound critical and dialectical thinking. (TE)

This examination of deep-seated structural problems facing public education today is built on the premise that a new beginning is needed in which education focuses on critical thinking or "rational learning." Such a focus presupposes that students and teachers master the critical-analytical vocabulary of the English language in…

In 1994 the Governor of California directed the California Commission on Teacher Credentialing to conduct a study of teacher preparation programs to assess the extent to which these programs prepare candidates for teaching credentials to teach critical thinking and problem-solving skills in elementary and secondary schools. With assistance from…

This monograph examines the issues surrounding the educational movement toward emphasizing critical thinking in our schools. The emergence of the critical thinking movement in education in today's schools is discussed in the light of the historical role of schools in our society and the developing complexity of educational needs. The concept of…

Conceptual foundations of a process for assessing higher-order thinking are reviewed, and a viable model for carrying out the process is presented. The first section of the paper formulates 21 criteria that should be met by any process adequate to the task. The second section outlines the basic concept of critical thinking on which the paper is…

This report examines a study on the extent to which California's teacher preparation programs were preparing candidates for teaching critical thinking and problem-solving skills in elementary and secondary schools. Researchers conducted interviews with education and subject matter faculty in private and public colleges and universities. Results…

Maintains that educational reform is related directly to issues of creativity and critical thinking. Contends that the creative dimension of thinking is fostered best by joining it with the critical dimension. Includes a figure and eight basic conditions implicit in creative, critical acts of the mind. (CFR)

Urges social studies teachers to help students understand and identify sociocentric, national bias in the news media. Illustrates how the media fosters "us versus them" thinking and how word choice often reflects bias. Outlines activities to help students recognize bias. Provides weak and strong examples of students' analyses of bias in news…