Location

University of Windsor

Document Type

Paper

Start Date

18-5-2016 9:00 AM

End Date

21-5-2016 5:00 PM

Abstract

There is a mounting case to be made for not teaching critical thinking. Given recent evidence suggesting that cognitive biases are intractable, that students who receive comprehensive, long term, explicit instruction for critical thinking “across the curriculum” reap negligible benefits, and meta-analyses that suggest only certain limited approaches to critical thinking instruction produce meaningful gains, this paper offers a critical challenge to teaching critical thinking, especially as a general education requirement for a baccalaureate degree.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Kevin Possin, Commentary on "Why Not Teach Critical Thinking" by B. Hamby (May 2016)

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May 18th, 9:00 AM May 21st, 5:00 PM

Why NOT teach critical thinking.

University of Windsor

There is a mounting case to be made for not teaching critical thinking. Given recent evidence suggesting that cognitive biases are intractable, that students who receive comprehensive, long term, explicit instruction for critical thinking “across the curriculum” reap negligible benefits, and meta-analyses that suggest only certain limited approaches to critical thinking instruction produce meaningful gains, this paper offers a critical challenge to teaching critical thinking, especially as a general education requirement for a baccalaureate degree.