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Book chapter
Critical Thinking Promise, Progress, and Paradox
Critical Thinking in Psychology, pp.224-248
Cambridge University Press
01/01/2020
Web of Science ID: WOS:000667778900011
Abstract
Nearly every institution of higher learning embraces critical thinking as its most cherished objective and learning outcome, but mission statements tend to gloss over the details of what their professors mean when they embrace critical thinking improvement as a primary educational objective. No one perspective of critical thinking in higher education has emerged as definitive; however, critical thinking definitions tend to Involve both explicit gods for Improving cognitive skills (e.g., problem-solving, reasoning, self-reflection) as well as enhanced motivation to dig more deeply to produce satisfying conclusions. One believes that a chief problem is the number of paradoxes that surround critical thinking. By 'paradox' in this arena, one refers to an assortment of incongruities or puzzles that hamper the progress one can make in helping students achieve this important outcome. This chapter identifies ten paradoxes that contribute to the challenge of promoting critical thinking in and outside the classroom. After discussing, it suggests ways for psychology educators to point them out and helps would-be critical thinkers-primarily but not exclusively students-overcome them.
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Details
- Title
- Critical Thinking Promise, Progress, and Paradox
- Publication Details
- Critical Thinking in Psychology, pp.224-248
- Resource Type
- Book chapter
- Publisher
- Cambridge University Press; New York, NY, US
- Number of pages
- 25
- Copyright
- © American Psychological Association 2020
- Identifiers
- WOS:000667778900011; 99380468035706600
- Academic Unit
- Psychology; Usha Kundu, MD College of Health
- Language
- English