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Library of Critical Thinking Resources



About Critical Thinking
Defining Critical Thinking
International Critical Thinking Manifesto
Critical Societies: Thoughts from the Past
Research in Critical Thinking
Sumner’s Definition of Critical Thinking
Our Concept and Definition of Critical Thinking
Critical Thinking: Basic Questions & Answers
A Brief History of the Idea of Critical Thinking

Richard Paul Anthology

  Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World




Fundamentals of Critical Thinking
Content Is Thinking, Thinking Is Content
Critical Thinking in Every Domain of Knowledge and Belief
Using Intellectual Standards to Assess Student Reasoning
Open-Minded Inquiry
Valuable Intellectual Traits
Universal Intellectual Standards
Thinking With Concepts
The Role of Socratic Questioning in Teaching, Thinking and Learning
The Analysis & Assessment of Thinking
Glossary of Critical Thinking Terms
Distinguishing Between Inert Information, Activated Ignorance, Activated Knowledge
Critical Thinking: Identifying the Targets
Distinguishing Between Inferences and Assumptions
Critical Thinking Development: A Stage Theory
The Elements of Reasoning and the Intellectual Standards
Becoming a Critic of Your Thinking
Bertrand Russell on Critical Thinking

Documenting the Problem
Intellectual Foundations: The Key Missing Piece in School Restructuring
Pseudo Critical Thinking in the Educational Establishment
Research Findings and Policy Recommendations
Why Students and Teachers Don’t Reason Well
Critical Thinking in the Engineering Enterprise: Novices Typically Don't Even Know What Questions to Ask
Critical Thinking Movement: 3 Waves

Higher Education Instruction
An Overview of How to Design Instruction Using Critical Thinking Concepts
Recommendations for Departmental Self-Evaluation
College-Wide Grading Standards
Sample Course: American History: 1600 to 1800
CT Class Syllabus
Syllabus - Psychology I
A Sample Assignment Format
Grade Profiles
Critical Thinking Class: Student Understandings
Structures for Student Self-Assessment
Critical Thinking Class: Grading Policies
Socratic Teaching
John Stuart Mill: On Instruction, Intellectual Development, and Disciplined Learning
Critical Thinking and Nursing

K-12 Instruction Strategies & Samples
Tactical and Structural Recommendations
Teaching Tactics that Encourage Active Learning
Using Intellectual Standards to Assess Student Reasoning
The Art of Redesigning Instruction
Making Critical Thinking Intuitive
Remodeled Lessons: K-3
Remodeled Lessons: 4-6
Remodeled Lessons: 6-9
Remodeled Lessons: High School
Strategy List: 35 Dimensions of Critical Thought
Socratic Teaching
John Stuart Mill: On Instruction, Intellectual Development, and Disciplined Learning
Introduction to Remodeling: Components of Remodels and Their Functions

For Students
Critical Thinking in Everyday Life: 9 Strategies
Developing as Rational Persons: Viewing Our Development in Stages
How to Study and Learn (Part One)
How to Study and Learn (Part Two)
How to Study and Learn (Part Three)
How to Study and Learn (Part Four)
The Art of Close Reading (Part One)
The Art of Close Reading (Part Two)
The Art of Close Reading (Part Three)
Looking to the Future with a Critical Eye: A Message for High School Graduates
Becoming a Critic of Your Thinking 
For Young Students (Elementary/K-6)

The Questioning Mind
Newton, Darwin, & Einstein
The Role of Socratic Questioning in Thinking, Teaching, & Learning 
     Complex Interdisciplinary Questions Exemplified: Ecological Sustainability
The Critical Mind Is a Questioning Mind
Three Categories of Questions: Crucial Distinctions
A History of Freedom of Thought

Issues in Critical Thinking
     Ethical Reasoning Is Essential to Education
Ethics Without Indoctrination
Engineering Reasoning
Accelerating Change
Critical Thinking and Emotional Intelligence
Critical Thinking, Moral Integrity and Citizenship
Diversity: Making Sense of It Through Critical Thinking
Natural Egocentric Dispositions
Global Change: Why C.T. Is Essential to the Community College Mission
Applied Disciplines: A Critical Thinking Model for Engineering

Classic Works Online
Reading Backwards: Classic Books Online



Please do not pass this message by.

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.

As you see, increasingly powerful trends against the teaching, learning, and practice of critical thinking entail extraordinary challenges to our mission. To continue our work, we must now rely upon your financial support. If critical thinking matters to you, please click here to contribute what you can today.

WE NEED YOUR HELP TO CONTINUE OUR WORK.

Thank you for your support of ethical critical thinking.