Table of Contents
Table of Contents
Preface
Acknowledgments
Introduction
Section A: Theory: Critical Thinking Conceptualized
Chapter 1. Developing Critical Thinking as an Academic and a Life Skill
Mary M. Grosser and Casper Du Toit Olivier (School of Education Sciences, Optentia Research Focus Area, North-West University, Vaal Triangle Campus, Vanderbijlpark, South Africa and Learning Designs, Hartebeespoort, South Africa)
Chapter 2. Language and Critical Thinking
Mirna Nel (School of Education Sciences, Optentia Research Focus Area, North-West University, Vaal Triangle, Vanderbijlpark, South Africa)
Chapter 3. Critical Thinking on the Road of Life (For Optimal Well-Being)
Estelle Brettenny (Occupational Therapist, Durbanville, South Africa)
Section B: One Size Does Not Fit All: A Multi-Dimensional Approach To The Development Of Critical Thinking
Chapter 4. Developing Critical Thinking in Formal Teaching and Learning Contexts
Maria J. Booysen, Stefanie-Marié Esterhuizen, Mary M. Grosser, Magdalena M. Kloppers, and Casper Du Toit Olivier (School of Education Sciences, Optentia Research Focus Area, North-West University, Vaal Triangle Campus, Vanderbijlpark, South Africa and Learning Designs, Hartebeespoort, South Africa)
Chapter 5. Developing Critical Thinking beyond the Classroom
Maria J. Booysen, Stefanie-Marié Esterhuizen and Mary M. Grosser (School of Education Sciences, Optentia Research Focus Area, North-West University, Vaal Triangle, Vanderbijlpark, South Africa)
Chapter 6. Teaching, Learning and Assessing Critical Thinking: A Mediated Approach
Celia Booyse, Umalusi (Council for Quality Assurance in General and Further Education and Training, Pretoria, South Africa)
Chapter 7. The Nature and Quality of Learning-Resource Material to Promote the Development of Critical Thinking
Casper Du Toit Olivier (Learning Designs, Hartbeespoort, South Africa)
Chapter 8. Developing Communication, Language and Critical Thinking in a Differently Abled Adolescent Population
Elsefie Wranz and Helen De Wet-Krige (Jan Kriel School, Kuilsriver, Cape Town, South Africa)
Chapter 9. A Multi-Professional Approach to the Development of Critical Thinking
Casper Du Toit Olivier and Mary M. Grosser (Learning Designs, Hartbeespoort, South Africa and School of Education Sciences, Optentia Research Focus Area, North-West University, Vaal Triangle Campus, Vanderbijlpark, South Africa)
Section C: The Development of Critical Thinking in the South African Context: A Summary of Research-Based Evidence (2008-2014)
Chapter 10. The Development of Critical Thinking at School and Higher Education Level: A Summary of Research-based Evidence (2008-2014)
Maria J. Booysen, Stefanie-Marié Esterhuizen, Mary M. Grosser, Magdalena M. Kloppers, Mirna Nel, and Alviné Petzer (School of Education Sciences, Optentia Research Focus Area, North-West University, Vaal Triangle, Vanderbijlpark, South Africa)
List of Figures
List of Tables
Index
The target audience for this book is a wide market, which includes the role players in education in formal, informal and non-formal learning contexts. These role players include among others, parents, peers, members of education departments, all teachers; lecturers a Technical, Vocational Education and Training (TVET) colleges, departments of teacher training at Higher Education institutions, tutors, therapists, practitioners and professionals and the media.
