Critical Thinking and Subject Specificity: Clarification and Needed Research:
01 Apr 1989-Educational Researcher (Sage PublicationsSage CA: Thousand Oaks, CA)-Vol. 18, Iss: 3, pp 4-10
TL;DR: The claim that critical thinking is subject specific appears, to be of practical importance and theoretical interest as discussed by the authors. But its meaning is unclear, and discussions of its are often confusing and at cross purposes.
Abstract: The claim that critical thinking is subject specific appears, to be of practical importance and theoretical interest. Its meaning is unclear, however, and discussions of its are often confusing and at cross purposes. In an attempt to clarify the topic, Ennis offers a number of distinctions, including a distinction among three versions of subject specificity: domain, epistemological, and conceptual subject specificity. He holds that the first two versions contain valuable insights, but that all three suffer from excessive vagueness of their basic concept (domain, field, and subject, respectively). If the proposed clarification and critique are appropriate, then a number of avenues of research—at both practical and theoretical levels—need to be pursued, some of which are outlined in this essay
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01 Jan 1995
TL;DR: In this paper, the authors discuss the philosophy of education before the Twentieth Century, including the meaning and aims of education, and the role of education in the development of education systems.
Abstract: LIST OF FIGURES PREFACE ACKNOWLEDGEMENTS 1 Philosophy of Education Before the Twentieth Century Socrates and Plato Aristotle Rousseau Pestalozzi, Herbart, and Froebel Summary Questions Introduction to the Literature 2 The Philosophical and Educational Thought of John Dewey Dewey's Philosophical Orientation The Meaning and Aims of Education Dewey's Psychology Dewey's Theory of Knowledge Democracy and Education The Place of Subject Matter Dewey Today: An Assessment Summary Questions Introduction to the Literature 3 Analytic Philosophy Philosophical Analysis in Education The Analysis of Teaching Current Analyses of Teaching Summary Questions Introduction to the Literature 4 Continental Philosophy Existentialism Phenomenology Critical Theory Hermeneutics Postmodernism Summary Questions Introduction to the Literature 5 Logic and Critical Thinking Formal Logic Informal Logic McPeck's View of Critical Thinking An Alternative Approach Summary Questions Introduction to the Literature 6 Epistemology and Education Justified True Belief Foundationalism Truth Nonfoundational Theories of Knowledge Epistemology and Education Constructivism Summary Questions Introduction to the Literature 7 Philosophy of Social Science and Educational Research How Does Science Grow? A Debate in Educational Research Some Examples Summary Questions Introduction to the Literature 8 Ethics and Moral Education Pre-Enlightenment Ethics Enlightenment Ethics Utilitarianism Deweyan Ethics Moral Education Cognitive Developmentalism Summary Questions Introduction to the Literature 9 Social and Political Philosophy The Current Debate Justice and Equality in Education Summary Questions Introduction to the Literature 10 Problems of School Reform Equality Accountability Standards Testing Summary Questions Introduction to the Literature 11 Multiculturalism and Cosmopolitanism Multiculturalism Cosmopolitanism The Educator's Dilemma Summary Questions Introduction to the Literature 12 Feminism, Philosophy, and Education Feminist Critiques of Philosophy Epistemology Philosophy of Social Science Ethics Care and Education Summary Questions Introduction to the Literature NOTES BIBLIOGRAPHY INDEX
1,256 citations
TL;DR: In this article, the authors examined the teaching of argumentation skills in the context of dilemmas in human genetics and found that students were able to transfer the reasoning abilities they were trained to use in the contexts of genetics to the context from everyday life.
Abstract: This study examined the outcomes of a unit that integrates explicit teaching of general reasoning patterns into the teaching of a specific science content. Specifically, this article examined the teaching of argumentation skills in the context of dilemmas in human genetics. Before instruction only a minority (16.2%) of the students referred to correct, specific biological knowledge in constructing arguments in the context of dilemmas in genetics. Approximately 90% of the students were successful in formulating simple arguments. An assessment that took place following instruction supported the conclusion that integrating explicit teaching of argumentation into the teaching of dilemmas in human genetics enhances performance in both biological knowledge and argumentation. An increase was found in the frequency of students who referred to correct, specific biological knowledge in constructing arguments. Students in the experimental group scored significantly higher than students in the comparison group in a test of genetics knowledge. An increase was also found in the quality of students' argumentation. Students were able to transfer the reasoning abilities taught in the context of genetics to the context of dilemmas taken from everyday life. The effects of metacognitive thinking and of changing students' thinking dispositions by modifying what is considered valuable in the class culture are discussed. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 35–62, 2002
1,174 citations
TL;DR: The authors identifies important aspects of current thinking that may get in the way of teachers adopting a constructivist approach to teaching and learning, which may be overcome if teachers are willing to rethink their views on a number of issues.
Abstract: Teachers are viewed as important agents of change in the reform effort currently under way in education and thus are expected to play a key role in changing schools and classrooms. Paradoxically, however, teachers are also viewed as major obstacles to change because of their adherence to outmoded forms of instruction that emphasize factual and procedural knowledge at the expense of deeper levels of understanding. New constructivist approaches to teaching and learning, which many reformers advocate, are inconsistent with much of what teachers believe--a problem that may be overcome if teachers are willing to rethink their views on a number of issues. This article seeks to advance this cause by identifying important aspects of current thinking that may get in the way of teachers adopting a constructivist approach to teaching and learning.
804 citations
770 citations
TL;DR: This paper conducted a meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions and found that type of CT intervention and pedagogical grounding were substantially related to fluctuations in CT effects sizes, together accounting for 32% of the variance.
Abstract: Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely recognized as an important, even essential, skill. This article describes an ongoing meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions. We found 117 studies based on 20,698 participants, which yielded 161 effects with an average effect size (g+) of 0.341 and a standard deviation of 0.610. The distribution was highly heterogeneous (QT = 1,767.86, p < .001). There was, however, little variation due to research design, so we neither separated studies according to their methodological quality nor used any statistical adjustment for the corresponding effect sizes. Type of CT intervention and pedagogical grounding were substantially related to fluctuations in CT effects sizes, together accounting for 32% of the variance. These findings make it clear that improvement in students’ CT skills and ...
726 citations
Cites background from "Critical Thinking and Subject Speci..."
...No one would argue that CT is applicable across a range of disciplinary areas, but there is little consensus about whether it is a set of generic skills that apply across subject domains (engineering, arts, science) or whether it depends on the subject domain and context in which it is taught (Ennis, 1989)....
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...…argue that CT is applicable across a range of disciplinary areas, but there is little consensus about whether it is a set of generic skills that apply across subject domains (engineering, arts, science) or whether it depends on the subject domain and context in which it is taught (Ennis, 1989)....
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...Abrami et al. According to Ennis (1989), the general approach attempts to teach CT abilities and dispositions separately from the presentation of the content of existing subject matter offerings, with the purpose of teaching CT. Examples of the general approach usually do involve some content but…...
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References
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Book•
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TL;DR: In this paper, the origins of epistemological theory are discussed and the layout of argument and modal arguments are discussed, as well as the history of working logic and idealised logic.
Abstract: Preface Introduction 1. Fields of argument and modals 2. Probability 3. The layout of arguments 4. Working logic and idealised logic 5. The origins of epistemological theory Conclusion References Index.
6,407 citations
Book•
02 Mar 1989TL;DR: Induction is the first major effort to bring the ideas of several disciplines to bear on a subject that has been a topic of investigation since the time of Socrates and is included in the Computational Models of Cognition and Perception Series.
Abstract: Two psychologists, a computer scientist, and a philosopher have collaborated to present a framework for understanding processes of inductive reasoning and learning in organisms and machines. Theirs is the first major effort to bring the ideas of several disciplines to bear on a subject that has been a topic of investigation since the time of Socrates. The result is an integrated account that treats problem solving and induction in terms of rule-based mental models. Induction is included in the Computational Models of Cognition and Perception Series. A Bradford Book.
2,021 citations
TL;DR: In this paper, a brief discussion of the implications of past theories for the teaching of thinking introduces a description of a sample of current programs for improving reasoning and problem-solving skills and related learning abilities.
Abstract: : Psychological science is obtaining increased understanding of the nature of human thinking and problem solving. This report addresses the question of how this understanding contributes to instructional practices that might foster these higher order abilities. A brief discussion of the implications of past theories for the teaching of thinking introduces a description of a sample of current programs for improving reasoning and problem-solving skills and related learning abilities. These efforts are then considered in the light of current theory and findigns in cognitive science, developmental psychology, and the study of human intelligence. The interaction between the development of problem-solving and learning skills and the acquisition of structures of domain- specific knowledge is discussed. Suggestions are made for developing thinking abilities in the context of the acquisition of knowledge and skill.
1,370 citations
"Critical Thinking and Subject Speci..." refers background in this paper
...Proponents of the infusion approach include Glaser (1984, 1985), Resnick (1987), and Swartz (1984, 1987). Proponents of the immersion approach include McPeck (1981).....
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...Proponents of the infusion approach include Glaser (1984, 1985), Resnick (1987), and Swartz (1984, 1987)....
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...That knowledge about a topic is ordinarily a necessary condition for thinking critically in the topic seems obvious and is shown by a number of studies, including several cited by Glaser (1984) in support of his infusion-only position....
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...On the basis of his review of the literature, Glaser (1984) is pessimistic about the possibilities of teaching "the abilities to think and reason . . . as subsequent add-ons to what we have learned" (p. 93), as are Resnick (1987)—though less so—and many others....
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...As I read this statement by Glaser, the general approach would be "add-ons," so he would appear to endorse the third principle. The first two principles constitute what I shall call "moderate domain specificity." Proponents include Lauren Resnick (1987)—who appears to be agnostic about the third principle, but supports an infusion approach, because it assures that at least "something worthwhile will have been learned" (p. 36)—and others who appear to feel that third principle is wrong, including Nickerson (1988), who supports a mixed approach to teaching critical thinking....
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