Year: 2007
Type: article
Abstract: irtually everyone would agree that a primary, yet insufficiently met, goal of schooling is to enable students to think critically.In layperson's terms, critical thinking consists of seeing both sides of an issue, being open to new evidence that disconfirms your ideas, reasoning dispassionately, demanding that claims be backed by evidence, deducing and inferring conclusions from available facts, solving problems, and so forth.Then too, there are specific types of critical thinking that are characteristic of different subject matter: That's what we mean when we refer to "thinking like a scientist" or "thinking like a historian."This proper and commonsensical goal has very often been translated into calls to teach "critical thinking skills" and "higher-order thinking skills"-and into generic calls for teaching students to make better judgments, reason more logically, and so forth.In a recent survey of human resource officials 1 and in testimony delivered just a few months ago before the Senate Finance Committee, 2 business leaders have repeatedly exhorted schools to do a better job of teaching students to think critically.And they are not alone.Organizations and initiatives involved in education reform, such as the National Center on Education and the Economy, the American Diploma Project, and the Aspen Institute, have pointed out the need for students Illustrated by Nenad Jakesevic and Sonja Lamut
Author: Daniel T. Willingham
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3209220360