Bookmark this page

Translate this page from English...

*Machine translated pages not guaranteed for accuracy.

Click Here for our professional translations.


Print Page Change Text Size: T T T

Post-Doctoral Programs in Critical Thinking



Custom Programs of Post-Doctoral Study

in Critical Thinking

 

Embark on a One- or Two-Year Scholarly Program Under the Direct Guidance of a Foundation for Critical Thinking Scholar or Fellow


Submit a proposal telling us exactly what aspect or application of critical thinking you would like to focus on, and our Fellows and Scholars will design and oversee a custom program for you.

Program Fee Covers These Benefits:

1. A long-term scholarly plan drafted from your specifications.

2. Six two-hour remote meetings per year with a Foundation for Critical Thinking Scholar or Fellow.

3. Attendance at all of our online events and webinars.

4. Attendance at the Annual International Conference on Critical Thinking, whether in-person or online.

5. Participation in our semester-length online courses.

6. Participation in our Online Certification Courses.

7. Participation in our forthcoming Online Courses in Critical Thinking Therapy.

8. Membership in the Center for Critical Thinking Community Online for the duration of your program.

Program Expectations:

1. That you will participate actively in as many of our learning opportunitiies as you reasonably can.

2. That you will complete and submit a written project, to be outlined by you and approved by our Fellows, by the end of the program.


For pricing, details, and to submit a proposal, email us at cct@criticalthinking.org.


Fellows of the Foundation for Critical Thinking

 

Dr. Linda Elder

Dr. Linda Elder is an educational psychologist and a prominent authority on critical thinking. She is President of the Foundation for Critical Thinking and Executive Director of the Center for Critical Thinking. Dr. Elder has taught psychology and critical thinking at the college level and has given presentations to more than 50,000 educators at all levels. She is author of Liberating the Mind: Overcoming Sociocentric Thought and Egocentric Tendencies, and has coauthored four books (including 30 Days to Better Thinking and Better Living through Critical Thinking, Fact Over Fake: A Critical Thinker’s Guide to Media Bias and Political Propaganda, and Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life) as well as 24 Thinker's Guides.

Dr. Elder has also developed an original stage theory of critical thinking development. Concerned with understanding and illuminating the relationship between thinking and affect, as well as the barriers to critical thinking, Dr. Elder has placed these issues at the center of her thinking and her work.

With experience in both administration and the classroom, Dr. Elder understands firsthand the problems facing educators, administrators and business leaders. She is a dynamic presenter who reaches her audience on a person-to-person level.

 

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, has just been published (2021) by Rowman & Littlefield.

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 Buffalo State and at the University of New Orleans.




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.