The Palgrave Handbook of Critical Thinking in Higher Education provides a single compendium on the nature, function, and applications of critical thinking. This book brings together the work of top researchers on critical thinking worldwide, covering questions of definition, pedagogy, curriculum, assessment, research, policy, and application.

Chapter 23 is available open access under a Creative Commons Attribution BY-NC-ND 4.0 license via link.springer.com.

"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

Autorentext
Richard Andrews, University of London, UK Sharon Bailin, Simon Fraser University, Canada Maha Bali, American University in Cairo, Egypt Mark Battersby, Canada Margaret Blackie, Stellenbosch University, South Africa Tracy Bowell, University of Waikato, New Zealand Eva M. Brodin, Lund University, Sweden Stephen Brookfield, University of St. Thomas, USA Lorelle Burton, University of Southern Queensland, Australia Elmarie Costandius, Stellenbosch University, South Africa Sharon K Chirgwin, Menzies School of Health Research, Australia Stephen Cowden, Coventry University, UK Peter Ellerton, University of Queensland, Australia Robert H. Ennis, Education at the University of Illinois, USA Sandra Grace, Southern Cross University, Australia Paul Green, Mount St. Mary's College, USA Phil Griffiths, University of Southern Queensland, Australia Benjamin Hamby, Coastal Carolina University, USA Sara Hammer, University of Southern Queensland, Australia Maralee Harrell, Carnegie Mellon University, USA Denise Higgins, Australian National University, Australia David Hitchcock, McMaster University, Canada Susan Howitt, Australian National University, Australia Henk Huijser, Batchelor Institute of Indigenous Tertiary Education, Australia Alan Jones, Macquarie University, Australia Anna Jones, Glasgow Caledonian University, UK Justine Kingsbury, University of Waikato, New Zealand Masuo Koyasu, Kyoto University, Japan Takashi Kusumi, Kyoto University, Japan Joe Lau, The University of Hong Kong, Hong Kong Brenda Leibowitz, University of Johannesburg, South Africa Stephen M. Llano, St. John's University, USA Jason Lodge, University of Melbourne, Australia Beatrice Lok, Chinese University of Hong Kong, Hong Kong Rhoda Malgas, Stellenbosch University, South Africa Emmanuel Manalo, Waseda University, Japan Karl Maton, University of Sydney, Australia Celina McEwen, Charles Sturt University, Australia Yasushi Michita, University of the Ryukyus, Japan Ian Nell, Stellenbosch University, South Africa Nancy November, University of Auckland, New Zealand Erin O'Connor, Queensland University of Technology, Australia Paul J Orrock, Southern Cross University, Australia Pamela Roberts, Australian National University, Australia Chris Robinson, Duke University Press, USA Sophia Olivia Rosochacki, African Arts Institute, South Africa Rhonda Shaw, Charles Sturt University, Australia Samantha Sin, Macquarie University, Australia Gurnam Singh, Coventry University, UK Eszter Szenes, The University of Sydney, Australia Yuko Tanaka, National Institute of Informatics of Research Organization of Information and Systems, Japan Geert ten Dam, University of Amsterdam, the Netherlands Keith Thomas, Victoria University, Australia Namala Tilakaratna, University of Sydney, Australia Franziska Trede, Charles Sturt University, Australia Tim van Gelder, University of Melbourne, Australia Iris Vardi, Vardi Consulting Monique Volman, Universityof Amsterdam, the Netherlands Milton W. Wendland, University of South Florida, USA Danielle Wetzel, Carnegie Mellon University, USA Anna Wilson, University of Stirling, UK Peter A. Williams, University of Kansas, USA Gert Young, Stellenbosch University, South Africa Yu Dong, China

Klappentext

Chapter 23 is available open access under a Creative Commons Attribution BY-NC-ND 4.0 license via link.springer.com.

Inhalt
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. TheRelationship 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 IndigenousKnowledges: 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 Profe…