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Chapter 10 - Critical Thinking

Promise, Progress, and Paradox

Published online by Cambridge University Press:  19 December 2019

By
Jane S. Halonen  and
Dana S. Dunn
Edited by
Robert J. Sternberg  and
Diane F. Halpern
Robert J. Sternberg
Affiliation:
Cornell University, New York
Diane F. Halpern
Affiliation:
Claremont McKenna College, California
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Summary

Higher education touts critical thinking as both a key educational objective and a learning outcome. Yet, as we know, there is no single approach for defining or presenting critical thinking. In this chapter, we identify and discuss an additional problem: Ten paradoxes that surround the teaching, learning, and application of critical thinking skills. We believe by making educators and other readers of this chapter aware of these paradoxes, we can help them to overcome the associated pedagogical challenges resulting from them. Indeed, after explaining each paradox, we suggest ways for psychology educators to lead their students toward greater understanding of critical thinking. Such discussions promote these critical thinking experiences as the sort of desirable difficulty opportunities teachers should routinely build into their courses. In turn, teachers of critical thinking as process and outcome need to assess their practices in order to demonstrate their efficacy and, when needed, update their efforts.

Keywords

multiplismpredispositionreactancerubricskepticismstudent learning outcomestrait vs. state
Type
Chapter
Information
Critical Thinking in Psychology , pp. 224 - 248
Publisher: Cambridge University Press
Print publication year: 2020

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