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Dr. Gerald Nosich

Dr. Gerald Nosich is a noted authority on critical thinking and has given more than 250 workshops to instructors and governmental agencies on all aspects of teaching it. He is the author of Reasons and Arguments (Wadsworth, 1982). His second book, Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum (Pearson, 4th ed., 2012),  has been translated into Spanish, Chinese, Arabic and Turkish. His third book, Critical Writing: Using the Concepts and Processes of Critical Thinking to Write a Paper (2021), is available from Bloomsbury Publishing.

Dr. Nosich has given workshops for instructors at all levels of education in the United States, Canada, Thailand, Lithuania, Austria, Germany, Singapore and England.  He has worked with the U.S. Department of Education on a project for a National Assessment of Higher Order Thinking Skills; given teleconferences sponsored by PBS and Starlink on teaching for critical thinking within subject-matter courses; served as a consultant for ACT in Critical Thinking and Language Arts assessment; and been featured as a Noted Scholar at the University of British Columbia.  He is the author of numerous articles, audio- and videotapes on critical thinking.  He has been Assistant Director at the Center for Critical Thinking at Sonoma State University, and is an associate of the Center and Foundation for Critical Thinking. Dr. Nosich is Professor Emeritus at the State University of New York at Buffalo, and at the University of New Orleans.

To contact Dr. Gerald Nosich, please email nosich@criticalthinking.org.





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CRITICAL THINKING IS AT RISK.

Here are some of the big reasons why:

  1. Many people believe that critical thinking should be free and that scholars qualified to teach critical thinking should do so for free. Accordingly, they do not think they should have to pay for critical thinking textbooks, courses, or other resources when there is "so much free material online" - despite how erroneous that material may be.
  2. There are many misguided academicians, and some outright charlatans, pushing forth and capitalizing on a pseudo-, partial, or otherwise impoverished concept of critical thinking.
  3. Little to no funding is designated for critical thinking professional development in schools, colleges, or universities, despite the lip service widely given to critical thinking (as is frequently found in mission statements).
  4. Most people, including faculty, think they already know what critical thinking is, despite how few have studied it to any significant degree, and despite how few can articulate a coherent, accurate, and sufficiently deep explanation of it.
  5. People rarely exhibit the necessary level of discipline to study and use critical thinking for reaching higher levels of self-actualization. In part, this is due to wasting intellectual and emotional energy on fruitless electronic entertainment designed to be addictive and profitable rather than educational and uplifting.
  6. On the whole, fairminded critical thinking is neither understood, fostered, nor valued in educational institutions or societies.
  7. People are increasingly able to cluster themselves with others of like mind through alluring internet platforms that enable them to validate one another's thinking - even when their reasoning is nonsensical, lopsided, prejudiced, or even dangerous.
  8. Critical thinking does not yet hold an independent place in academia. Instead, "critical thinking" is continually being "defined" and redefined according to any academic area or instructor that, claiming (frequently unsupported) expertise, steps forward to teach it.

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