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And Others Critical Thinking: Implications for Teaching DOCUMENT RESUME ED 352 358 SP 034 242 AUTHOR Oxman, Wendy, Ed.; And Others TITLE Critical Thinking: Implications for Teaching and Teachers. Proceedings of a Conference (Upper Montclair, New Jersey, 1991). INSTITUTION Montclair State Coll., Upper Montclair, NJ. Inst. for Critical Thinking. PUB DATE 92 NOTE 367p. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS *Critical Thinking; *Educational Objectives; *Educational Practices; Educational Theories; Elementary Secondary Education; Faculty Development; Higher Education; Holistic Approach; *Knowledge Level; Learning Strategies; *Perspective Taking; Teacher Participation; Teaching Methods; Theory Practice Relationship IDENTIFIERS Montclair State College NJ; *Teacher Knowledge ABSTRACT The purpose of the conference reported in these proceedings was to help enrich the field of criticalthinking through the perspectives of scholars and professional practitionersin a variety of academic disciplines. Thepapers included in these proceedings reflect the thoughts of 49 authors representing10 academic fields. After the presentation ofthe plenary session papers, the volume is divided into four sections which includepapers addressing the goals and purposes of education,general approaches, the nature of teachers' professional knowledge,and specific techniques for teaching and learning. Centralissues in critical thinking are addressed witha focus on aspects of educational theory and practice that relate critical thinking to education--for teachers, students, administrators, and the communitiesserved. Some topics covered are: educational reform, viewsof democracy and implications for education, literacy, intellectualrights, the role of the university, critical thinking and cooperativelearning, course and curriculum improvement, faculty development,training teachers for critical thinking, teaching methods, teachingcritical thinking across the curriculum, moral education, and teacher improvement. (LL) *********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. *********************************************************************** U S DEPARTMENT OF EDUCATION Office of Educatinnai Researchand improvernnt EDUCATIONAL RESOURCESINFORMATION CENTER IERICI Tb.s document has beenreproduced as received from the person or ohginahng 4 Manua hon C Mnor changes Canebeen made to improve reproduction Quaray Points of .4ew or opinions Slatedrn ttusdocu men! do not necessarily representoffictat OERI postior or policy "PERMISSION TO REPRODUCE THIS 11-11--- MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) " I I BEST COPY Avagli 2 0 ^ . * 1 I CRITICAL THINKING: IMPLICATIONS FOR TEACHING AND TEACHERS Proceedings from the 1991 Conference edited by Wendy Oxman Mark Weinstein Nicholas M. Michel li Institute for Critical Thinking 9 Published and distributed by: The Institute for Critical Thinking 224 Life Hall Montclair State College Upper Montclair, NJ 07043 © 1992 by the Institute for Critical Thinking All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical including photocopy, recording, or any information storage and retrieval system, without permission inwriting from the publisher. The contents of this publication may, however, by reproduced if they are intended solely for non-profit, educational use. .1 Acknowledgments We would like to thank all the authors who contributed to this volume. In addition, our gratitude goes to Erika Franzen who coordinated the entire publication process. Thanks also go to Lesley Coia, Robert Esformes and Gilda Eckroyd who served as editorial assistants, to student assistants Laura Chirdo, Jill Errington, Pamela Smith and Paula King, and to Pamela Stevenson, who serves as secretary of the Institute for Critical Thinking. TABLE OF CONTENTS OVERVIEW THE PLENARY PAPERS Introduction 3 From Thoughtfulness to Critique: The Teaching Connection 5 Maxine Greene Confronting Inequalities: The Moral Imperative for Higher Education 17 Nicholas M. Michel li Teaching is Critical 30 Mark Weinstein GOALS AND PURPOSES Introduction 43 Trying to Understand the Program of Educational Reform Through Critical Thinking Across the Disciplines 46 Andrew Chrucky Two Views of Democracy: Implications for Education 56 George Bernstein Matters of Iteracy, Matters of Literacy 67 Bernard Josefsberg Teaching Philosophy as a Matter of Life and Death 74 Michael Kagan A Critical Pedagogy of Virtue 80 John J. Conley, SJ The Case for Intellectual Rights in the Formation of Justifiable Values 86 Bertram Bandman The Role of the University in Tolerating, Supporting, or Opposing Positions of 'Political Correctness' 97 Marcia Sachs Littell Mathematical Investigations: A Course in Critical Thinking 104 Gail Kaplan Whose Writing is it Anyway? 107 Phillip Vassal lo GENERAL APPROACH Introduction 119 Teachi ig Critical Thinking Across the Curriculum 121 John Chaffee Critical Thinking and Cooperative Learning: Are They Compatible? 132 Bernard Davis Enhancing Critical Thinking Skills Through Group Problem Solving 143 John von Eshenbach Classroom Climate for Critical Thinking 149 Lowell Gish Using the Toulmin Method of Argument to Teach Interdisciplinary Texts 157 Stuart Hirschberg Should Fallacies Be Used to Teach Critical Thinking? 164 Carl Hahn Design, Implementation and Measurement of a Critical Thinking Course 170 Don Fawkes Critical Thinking and Decision Making 194 Janevive Jean Mechanic College Students' Perception of Critical Thinking Techniques Used by Professors 201 Barbara Richardson and George Rotter 7 vi PROFESSIONAL KNOWLEDGE Introduction 213 Applications of Montclair State's Thematic Teacher Education Program to John Good lad's Reform Agenda 215 Robert Pines The Pedagogy of Critical Thinking: Faculty Development at the College Level 225 Susan Schwager, Tina Jacobowitz, John Bare 11 Preparing Teachers of Thinking: A Model for Infusion 227 David S. Martin Training Teachers as Problem Solvers Through the Use of Case Studies 236 Saundra McKee and Sylvia Stalker Deciphering the Thinking Behaviors that Occur During Problem Solving and Teaching Them to Prospective Teachers and Students 242 Gloria Paige The Use of a Conversational Approach in Teaching and Interviewing to Promote Thinking 252 Judith B. MacDonald Metacognitive Implementation of Journaling: A Strategy to Promote Reflective Thinking 256 Ruth M. Loring Learning to Learn Skills 266 Janey L. Montgomery and Joane W. McKay Committing to Critical Reading: Critical Reading Instruction in Pre-Service and In-Service Education of Teachers 279 Myra Morris-Peo Using Mnemonics and Visual Imagery to Facilitate Critical Thinking 284 Mary Ann Smorra vii SPECIFIC TECHNIQUES Introduction 291 Teaching Critical Thinking in History and the Social Sciences 293 Barbara Presseisen Health Issues and Critical Thinking: Understanding the Impact of Television 297 Nurit Guttman Fuse News and Views: A Partnership in Media and Writing 307 Margot Brandes Social and Cognitive Aspects of Literacy: Integrating Diverse Teaching Approaches 313 Nathalie Bailey Critical Thinking in the Workplace 325 Gloria Pierce Humanistic Calculus: A Pedagogy for the Repressed 331 Bill Rosenthal Moral Education /Ethics and Critical Thinking: A Seminar for High School Seniors 334 Gene Simakowicz Behavior Modification: Thinking and Testing 345 Donald Small and Helen Brantley Critical Thinking: Three Models to Help Teachers Improve Their Practice 356 Ann Marie Di Lorenzo, Wendy Oxman-Michelli and Mark Weinstein 9 viii CRITICAL THINKING: IMPLICATIONS FOR TEACHING AND TEACHERS CONFERENCE 1991 PROCEEDINGS Overview The Institute for Critical Thinking at Montclair State has sponsored a conference, Critical Thinking: Implicationsfor Teaching and Teachers, to help enrich the field of critical thinking through the perspectives of scholars within a variety of academic disciplines, and professional practitioners. The papers included in the proceedings of this conference stand as an index of the usefulness of such a point of view. The volume reflects the thoughts of more than 49 authors representingsome 10 academic fields.It is divided into four sections that include papers addressing the goals and purposes of education, general approaches and specific techniques for teaching and learning, and the nature of teachers' professional knowledge. The papers address central issues in critical thinking and focus on crucial aspects of educational theory and practice, reflecting the many perspectives that relate critical thinking to education-for teachers, for students, for administrators and for the communities that they serve. The various perspectives represented here, along with the papers from our first three conferences, already published as Critical Thinking: Language and Inquiry Across the Disciplines, Critical Thinking: Focus on Social and CulturalInquiry. and Critical Thinking: Focus on Science and Technology, add significant new ideas to the field of critical thinking. In these Proceedings, the positions presented tend away from the mainstream of critical thinking theory, as primarily represented by the work of philosophers, and present many new and potentially useful points of view. What we take to be of central importance are the offerings of many disciplines involved with critical thinking but generally underrepresented in its literature. These various approaches
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