the palgrave handbook of critical thinking in higher education

The Palgrave Handbook of Critical Thinking in Higher Education

• © 2015
• Martin Davies ,
• Ronald Barnett

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Table of contents (35 chapters)

Front matter, introduction.

• Martin Davies, Ronald Barnett

What Is Critical Thinking in Higher Education?

Critical thinking: a streamlined conception.

• Robert H. Ennis

Critical Thinking and/or Argumentation in Higher Education

• Richard Andrews

A Curriculum for Critical Being

Willingness to inquire: the cardinal critical thinking virtue.

• Benjamin Hamby

Teaching Critical Thinking

Teaching critical thinking: an operational framework.

• Keith Thomas, Beatrice Lok

Teaching Critical Thinking for Lifelong Learning

Teaching critical thinking as inquiry.

• Sharon Bailin, Mark Battersby

Debate’s Relationship to Critical Thinking

• Stephen M. Llano

Thick Critical Thinking: Toward a New Classroom Pedagogy

• Milton W. Wendland, Chris Robinson, Peter A. Williams

A Disciplined Approach to Critical Thinking

Using argument mapping to improve critical thinking skills.

• Tim van Gelder

Incorporating Critical Thinking in the Curriculum

The relationship between self-regulation, personal epistemology, and becoming a “critical thinker”: implications for pedagogy, using argument diagramming to teach critical thinking in a first-year writing course.

• Maralee Harrell, Danielle Wetzel

Virtue and Inquiry: Bridging the Transfer Gap

• Tracy Bowell, Justine Kingsbury

Proposition Testing: A Strategy to Develop Critical Thinking for Essay Writing

• Sara Hammer, Phil Griffiths
• Critical thinking
• higher education
• argumentation
• critical pedagogy
• criticality
• critical dispositions
• critical attitudes
• critical citizenship
• DELPHI Definition
• cognitive elements
• propensities
• critical theory

About this book

"The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society. In short, it is an indispensable guide and state-of-the-art compendium of critical thinking in the academy." - Michael A. Peters, Professor of Education, University of Waikato, New Zealand, and University of Illinois at Urbana-Champagne, USA

"A sweeping, landmark collection of perspectives on theory and practice from key thinkers and practitioners. This is a must read book for anyone who wants to know what critical thinking is, or might be, in higher education." - Richard James, Pro Vice-Chancellor and Director, Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia

"'Critical thinking' is one of the key aims of higher education. But what is it? And, does it mean the same thing in all fields, disciplines and cultures? While insisting on the importance of critical thinking in higher education, this book problematises and debates what it means, and how it may be developed and implemented in curriculum. It fills a key gap in the literature, and in curricular and policy debates." - Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute of Studies for Education, University of Toronto, Canada

The Palgrave Handbook of Critical Thinking in Higher Education

The Palgrave Handbook of Critical Thinking in Higher Education explores critical thinking in higher education in all its forms, from definitions to teaching and incorporating it into the curriculum, its relationship to culture and the professions, and its social perspectives and scientific and cognitive manifestations. Davies and Barnett ask what is critical thinking, especially in the context of higher education? The handbook explores these questions, with contributors offering their insight into the contemporary understandings of higher education worldwide. "The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society. In short, it is an indispensable guide and state-of-the-art compendium of critical thinking in the academy." - Michael A. Peters, Professor of Education, University of Waikato, New Zealand, and University of Illinois at Urbana-Champagne, USA "A sweeping, landmark collection of perspectives on theory and practice from key thinkers and practitioners. This is a must read book for anyone who wants to know what critical thinking is, or might be, in higher education." - Richard James, Pro Vice-Chancellor and Director, Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia "'Critical thinking' is one of the key aims of higher education. But what is it? And, does it mean the same thing in all fields, disciplines and cultures? While insisting on the importance of critical thinking in higher education, this book problematises and debates what it means, and how it may be developed and implemented in curriculum. It fills a key gap in the literature, and in curricular and policy debates." - Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute of Studies for Education, University of Toronto, Canada

Related Papers

Higher Education Research & Development

Martin Davies

Ronald Barnett

What is critical thinking, especially in the context of higher education? How have research and scholarship on the matter developed over recent past decades? What is the current state of the art here? How might the potential of critical thinking be enhanced? What kinds of teaching are necessary in order to realize that potential? And just why is this topic important now? These are the key questions motivating this volume. We hesitate to use terms such as " comprehensive " or " complete " or " definitive, " but we believe that, taken in the round, the chapters in this volume together offer a fair insight into the contemporary understandings of higher education worldwide. We also believe that this volume is much needed, and we shall try to justify that claim in this introduction. The context here is complex, with strands running in different directions and overlaying each other.

There has been no shortage of definitions of the concept of “critical thinking” over the years and the concept has been subject to much detailed scholarly work. In social and educational terms critical thinking is an important topic. Of late, critical thinking has also been widely discussed in the popular media, and the concept has been regarded as one of the most important graduate outcomes expected of a university education. However, despite this, scholars have yet to arrive at a holistic conception of critical thinking—a model of critical thinking as it were—that might usefully underpin the range of considerations about critical thinking that occur in the higher education literature. This paper: (1) reviews the various definitions and approaches to critical thinking, and (2) incorporates them into a single, coherent model. A number of disagreements in critical thinking scholarship are outlined as ‘axis disputes’ arising from the proposed model.

Facta Universitatis, Series: Linguistics and Literature

Tatjana Paunovic

This paper discusses the concept of critical thinking and its place in university education today, internationally as well as in the Serbian and regional Balkan contexts. As an illustration, the second part of the paper offers a review of Gordon Asher’s chapter in Writing Your Thesis: A Guide for Postgraduate Students, a coursebook which incorporates the conception of criticality in higher education, from the perspective of Critical Pedagogy. We highlight the importance of embracing a broad, epistemological understanding of critical thinking, not only as an applicable pragmatic skill, but, rather, as a way back to a more humanistic view of education as emancipation and whole-person development of individuals, for the benefit of both the individual and the society. Lastly, we discuss the importance of methodological tools in teaching for critical thinking.

Majid Farahian

Success in adult life and effective functioning in education depends among other things on critical thinking. The present study consisted of two parts. First, critical thinking (CT) skill of a group of 68 students majoring in education in Islamic Azad University, Kermanshah Branch was evaluated. The participants, divided into two experimental and control groups, received California Critical Thinking Skills Test (CCTST) which is a 34 item Multiple-Choice test. The students in the control group were freshmen and the experimental group, junior students. To the researchers’ dismay, junior education students did not perform significantly better than did the freshman students. Using a qualitative method of research, another study was conducted to see whether the university instructors in the education department who had the responsibility of teaching different courses to the same students were aware of the principles of CT. A semi-structured interview was conducted and eight volunteering faculty members in the department of education took part in the interview. Result revealed that, although these instructors highly valued CT and were aware of its tenets, there were some constraints which did provide a situation to let the students practice CT in their classrooms, and much had to be done to help instructors implement CT in their classrooms.

Journal of european education

Helle Mathiasen

Essachess : Journal for Communication Studies

Abstract: Nowadays, both on-line and "off-line" lives seem to be bound to the terms of democratization of information. While this brings clear advantages, does free and fast access to plenty of information entail that individuals are better informed and well-equipped to think reasonably, make decisions, and solve problems? In a time apparently governed by fraudulent decision-makers, floppy media, fake news, and frantic information, it is essential to know how to think critically. Critical thinking is crucial along schooling, in the world of work, in personal everyday life, and in life as members of a society. Nonetheless, critical thinking is not innate and effortless; it must be developed and mobilized with deliberation in a systematic way. Researchers and international agencies agree that it is critical to have critical thinking to face present-futurist challenges such as the United Nation's 17 Sustainable Development Goals . But before individuals learn to become cr...

Topoi-an International Review of Philosophy

Clarence Sheffield Jr

This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show that the generalist approach to critical thinking does not ‘leave something out’ and outlines why teaching ‘generic’ critical thinking skills is central to tertiary education, teaching and learning, and employment opportunities for students. The paper also defends the assessment of critical thinking skills.

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Creators/contributors, contents/summary.

• Introduction
• Martin Davies and Ronald Barnett What is Critical Thinking in Higher Education? 1. Critical Thinking: A Streamlined Conception
• Robert H. Ennis 2. Critical Thinking and/or Argumentation in Higher Education
• Richard Andrews 3. A Curriculum for a Critical Being
• Ronald Barnett 4. Willingness to Inquire: The Cardinal Critical Thinking Virtue
• Benjamin Hamby Teaching Critical Thinking 5. Teaching Critical Thinking: An Operational Framework
• Keith Thomas and Beatrice Lok 6. Teaching Critical Thinking For Lifelong Learning
• Paul Green 7. Teaching Critical Thinking As Inquiry
• Sharon Bailin and Mark Battersby 8. Debate's Relationship to Critical Thinking
• Stephen Llano 9. Thick Critical Thinking: Toward A New Classroom Pedagogy
• Milton W. Wendland, Chris Robinson, and Peter A Williams 10. A Disciplined Approach To Critical Thinking
• Anna Jones 11. Using Argument Mapping to Improve Critical Thinking Skills
• Tim van Gelder Incorporating Critical Thinking in the Curriculum 12. The Relationship Between Self-Regulation, Personal Epistemology, and Becoming a Critical Thinker: Implications for Pedagogy
• Iris Vardi 13. Using Argument Diagramming to Teach Critical Thinking in a First Year Writing Course
• Maralee Harrell and Danielle Wetzel 14. Virtue and Enquiry: Bridging the Transfer Gap
• Justine Kingsbury and Tracey Bowell 15. Proposition Testing: A Strategy to Develop Critical Thinking for Essay Writing
• Sara Hammer and Phil Griffiths 16. Conditions for Criticality in Doctoral Education: A Creative Concern
• Eva Brodin 17. The Effectiveness of Instruction in Critical Thinking
• David Hitchcock Critical Thinking and Culture 18. Do Students from Different Cultures Think Differently about Critical and other Thinking Skills?
• Emmanuel Manalo, Takashi Kusumi, Masuo Koyasu, Yasushi Michita, and Yuko Tanaka 19. Critical Thinking through a Multicultural Lens: Cultural Challenges of Teaching Critical Thinking
• Maha Bali 20. Cultural Variance, Critical Thinking and Indigenous Knowledges: Exploring a Both-Ways
• Henk Huijser and Sharon K. Chirgwin 21. Critical Thinking Education With Chinese Characteristics
• Yu Dong Critical Thinking and the Cognitive Sciences 22. Metacognitive Education: Going Beyond Critical Thinking
• Joe Lau 23. Applying Cognitive Science to Critical Thinking among Higher Education Students
• Jason Lodge, Erin O'Connor, Rhonda Shaw, and Lorelle Burton 24. Metacognition in Critical Thinking: Some Pedagogical Imperatives
• Peter Ellerton Critical Thinking and the Professions 25. Critical Thinking In Professional Accounting Practice: Conceptions of Employers and Practitioners
• Samantha Sin and Alan Jones 26. Critical Thinking For Future Practice: Learning to Question
• Franziska Trede and Celina McEwen 27. Critical Thinking In Osteopathic Medicine: Exploring the relationship between Critical Thinking and Clinical Reasoning
• Sandra Grace and Paul J. Orrock 28. Making Critical Thinking Visible in Undergraduates' Experiences of Scientific Research
• Anna Wilson, Susan Howitt, Denise Higgins, and Pamela Roberts 29. Using Social Media to Enhance Critical Thinking: Crossing Socio-Educational Divides
• Nancy November Social Perspectives on Critical Thinking 30. Speaking Truth To Power: Teaching Critical Thinking in the Critical Theory Tradition
• Stephen Brookfield 31. Stumbling Over The First Hurdle: Exploring Notions Of Critical Citizenship
• Elmarie Costandius Margaret Blackie, Brenda Leibowitz, Ian Nell, Rhoda Malgas, Sophia Rosochacki, and Gert Young 32. Critical Pedagogy: Critical Thinking as a Social Practice
• Stephen Cowden and Gurnam Singh 33. The Knowledge Practices of Critical Thinking
• Eszter Szenes, Namala Tilakaratna, and Karl Maton 34. Critical Thinking for Educated Citizenship
• Monique Volman and Geert ten Dam.
• (source: Nielsen Book Data)

The Palgrave Handbook of Critical Thinking in Higher Education

By davies, m. and r. barnett.

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