This book, first published in 1990, takes a critical look at the major assumptions which support critical thinking programs and discovers many unresolved questions which threaten their viability. John McPeck argues that some of these assumptions are incoherent or run counter to common sense, while others are unsupported by the available empirical evidence. This title will be of interest to students of the philosophy of education.
Foreword
ix
Michael Scriven
Preface
xiii
Acknowledgments
xv
Part I The Position
1 What kind of knowledge will transfer?
3
(16)
2 Three competing conceptions of critical thinking
19
(15)
3 Teaching critical thinking through the disciplines
34
(14)
4 Some practical guidelines for teaching critical thinking
48
(6)
5 Problems of evaluating critical thinking programs
54
(13)
Part II Critiques of the Position
6 Thinking about critical thinking: philosophers can't go it alone
67
(8)
Stephen P. Norris
7 McPeck, informal logic, and the nature of critical thinking
75
(11)
Harvey Siegel
8 Response to Stephen Norris and Harvey Siegel on the analysis of Critical Thinking and Education
86
(16)
John E. McPeck
9 McPeck's mistakes
102
(10)
Richard Paul
10 Richard Paul's critique of Critical Thinking and Education
Rohkem infot Taylor & Francis e-raamatute kohta