Teaching critical thinking : dialogue and dialectic
著者
書誌事項
Teaching critical thinking : dialogue and dialectic
（Philosophy of education research library）
Routledge, 1990
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注記
Bibliographical references: p. [125]-131
Includes index
内容説明・目次
内容説明
The idea that students can be taught a set of skills which will enable them to tackle any intellectual problem with confidence and success is an increasingly popular one, but little work has been done on its theoretical foundations. In this volume, John McPeck casts doubt on the whole idea that it is possible to teach "thinking skills" in isolation from particular subjects. He then invites three leading figures from the mainstream of the critical thinking movement: Stephen Norris, Harvey Siegel and Richard Paul, to attack his position and defend their own. In the lively exchange which follows the specific arguments of each author are engaged on a point by point basis, so that readers can follow the debate for themselves and draw their own conclusions.
目次
- Part 1 The position: what kind of knowledge will transfer
- three competing conceptions of critical thinking
- teaching critical thinking through the disciplines
- some practical guidelines for teaching critical thinking
- problems of evaluating critical thinking programmes. Part 2 Critiques of the position: thinking about critical thinking - philosophers can't go it alone, Stephen P.Norris
- McPeck, informal logic, and the nature of critical thinking, Harvey Siegel
- response to Stephen Norris and Harvey Siegel on the analysis of critical thinking and education, John E.McPeck
- McPeck's mistakes, Richard Paul
- Paul's critique of critical thinking and education, John McPeck.
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