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.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Kevin Possin, Commentary on "Why Not Teach Critical Thinking" by B. Hamby (May 2016)
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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.
