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California Teacher Preparation for Instruction in Critical Thinking: Research Findings and Policy Recommendations

Full Title: California Teacher Preparation for Instruction in Critical Thinking:
Research Findings and Policy Recommendations


California Commission on Teacher Credentialing, Sacramento California, 1997


This title is no longer available for order, but the full text of the study can be read here. 


Author: Richard W. Paul, Linda Elder, Ted Bartell
Publisher: Foundation for Critical Thinking
Copyright: 1997
Pages: 184 Dimensions: 8.5" x 11" x .5" Weight: 1 lbs.
Binding: Soft Cover


 



This is the first comprehensive study, based on rigorous research methodology, which quantitatively and qualitatively determines the extent to which college faculty typically teach for critical thinking, the methods faculty use to teach critical thinking, how well faculty can distinguish between high quality and low quality thinking, the extent to which faculty can articulate their understanding of critical thinking, and the extent to which prospective teachers are prepared to teach critical thinking. Results are based on a study of randomly selected California professors from 38 public and 28 private colleges and universities.


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Additional Information About:
California Teacher Preparation for Instruction in Critical Thinking: Research Findings and Policy Recommendations

 

Content Highlights include:

  • A Baseline Concept of Critical Thinking
  • Faculty Knowledge of Critical Thinking
  • Illustrative Strong and Weak Profiles of Faculty
  • Exemplary Critical Thinking Practices in Courses and Programs
  • Recommendations for Faculty Development in Critical Thinking
  • Common Teaching Practices
  • Definitions of Critical Thinking
  • A Short History of Critical Thinking
  • Values in Critical Thinking
  • Tests of Critical Thinking
  • Intellectual Standards
  • A Glossary of Critical Thinking Concepts




Please do not pass this message by.

CRITICAL THINKING IS AT RISK.

Here are some of the big reasons why:

  1. Many people believe that critical thinking should be free and that scholars qualified to teach critical thinking should do so for free. Accordingly, they do not think they should have to pay for critical thinking textbooks, courses, or other resources when there is "so much free material online" - despite how erroneous that material may be.
  2. There are many misguided academicians, and some outright charlatans, pushing forth and capitalizing on a pseudo-, partial, or otherwise impoverished concept of critical thinking.
  3. Little to no funding is designated for critical thinking professional development in schools, colleges, or universities, despite the lip service widely given to critical thinking (as is frequently found in mission statements).
  4. Most people, including faculty, think they already know what critical thinking is, despite how few have studied it to any significant degree, and despite how few can articulate a coherent, accurate, and sufficiently deep explanation of it.
  5. People rarely exhibit the necessary level of discipline to study and use critical thinking for reaching higher levels of self-actualization. In part, this is due to wasting intellectual and emotional energy on fruitless electronic entertainment designed to be addictive and profitable rather than educational and uplifting.
  6. On the whole, fairminded critical thinking is neither understood, fostered, nor valued in educational institutions or societies.
  7. People are increasingly able to cluster themselves with others of like mind through alluring internet platforms that enable them to validate one another's thinking - even when their reasoning is nonsensical, lopsided, prejudiced, or even dangerous.
  8. Critical thinking does not yet hold an independent place in academia. Instead, "critical thinking" is continually being "defined" and redefined according to any academic area or instructor that, claiming (frequently unsupported) expertise, steps forward to teach it.

As you see, increasingly powerful trends against the teaching, learning, and practice of critical thinking entail extraordinary challenges to our mission. To continue our work, we must now rely upon your financial support. If critical thinking matters to you, please click here to contribute what you can today.

WE NEED YOUR HELP TO CONTINUE OUR WORK.

Thank you for your support of ethical critical thinking.