Critical Thinking and Higher Order Thinking: A Current Perspective


Michael F. Shaughnessy, PhD – Professor of Psychology, Eastern New Mexico University, Portales, New Mexico, USA

Series: Education in a Competitive and Globalizing World

Are we really serious about critical thinking? Are we really serious about higher-order thinking? And are we serious about teaching students to think? And to evaluate, integrate, synthesize, compare and contrast?

Some would say yes and some would say no, and others would hedge their bets and provide a long diffuse answer which rambles and circumvents the issue. Critical thinking is much like the weather; people talk about it, but very few people do anything about it. However, the authors of this edited book are out in the field, in classrooms, colleges, universities and libraries across the world trying to enhance critical thinking, promote it and assess and measure its growth and development. (Imprint: Nova)

Table of Contents

Table of Contents

(Michael F. Shaughnessy)pp,vii-ix

1. Critical Thinking: On the Need for a Minimalist, Comprehensive, Integrated Framework;pp. 1-22
(Linda Elder)

2. Thinking Critically about Critical Thinking;pp. 23-40
(Gerard Casey)

3. Learning Mathematics as Argument: The Basis of Democracy;pp. 41-50
(Colin Hannaford, IDM, Oxford, England)

4. Using the Whole Brain to Develop Thinking and Problem-Solving:
TASC – Thinking Actively in a Social Context;pp. 51-72
(Belle Wallace, Director:TASC International)

5. Critical Thinking, Intellectual Freedom, and Israel/Palestine;pp. 73-86
(David Moshman)

6. Great Books in the Classroom: Critique of Pure Critical Thinking;pp. 87-98
(Bruce Gans, Wilbur Wright Community College, Illinois, USA)

7. Reading and Thinking Critically in the Age of Disputation;pp. 99-116
(Diana Sheets, University of Illinois, USA)

8. Thinking Critically About Creativity: Why Domains Matter in Understanding, Assessing and Promoting Creativity;pp. 117-126
(John Baer, Rider University)

9. Immense Stimulation of Mind: Critical Thinking in the Social Studies;pp. 127-138
(Donald Elder III, Eastern New Mexico University, USA)

10. Conceptualizing a Personal Intellectual History/Narrative:
The Importance of Strong-Sense Metacognition to Thinking Critically;pp. 139-164
(Enoch Hale,Fellow, Foundation for Critical Thinking)

11. The Use of Critical Thinking in Journalism: Where Does it Start?;pp. 165-174
(Margaret Kirby,Eastern New Mexico University, USA)

12. The Critical-Analytical Vocabulary as a Common Academic Language;pp. 175-190
(Rush Cosgrove)

13. Assessment of Thinking Skills;pp. 191-204
(Gregory Schraw and Antonio Gutierrez, University of Nevada, Las Vegas, USA)

14. Software and Assessment for Critical Thinking;pp. 205-216
(Tammy Lynne Moore, Eastern New Mexico University, Portales, USA)

15. Critical Engagement: Agency and Identity in Critical Thinking;pp. 217-244
(Jennifer Glaser)

16. Critical Thinking: A Cognitive Load Perspective;pp. 245-258
(Slava Kalyuga, University of New South Wales, Sydney, Australia

17. Critical Thinking: Issues, Agendas, Ideas and Reflections;pp. 259-262
(Michael F. Shaughnessy)

Index pp,263-275

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