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21st Century DVD Series

Gain digital access to this and many other resources at the Center for Critical Thinking Community Online!


(Physical copies not available at this time.)


Publisher: Foundation for Critical Thinking
Number in series: 6 DVDs
Format: DVD


Price: $49.95 for the series of 6.
   *Individual DVDs in this series cannot be purchased separately


In this 6-part series, Robert Heilbroner, distinguished economist and author, and Richard Paul discuss the economic prospects for the U.S. in the 21st century as they bear on education and preparation for the future. Heilbroner and Paul discuss such issues such as:


  • Critical Thinking and Educational Reform

  • Robert Reich’s analysis of the U.S. economic future

  • Individualistic vs. communitarian forms of capitalism

  • The capacity of the U.S. educators to adapt to change

  • The qualities of a critical thinking work force

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    21st Century Video Series (6 DVDs)

    Additional Information About:
    21st Century DVD Series

    Includes the following videos:
    320 - Critical Thinking and Educational Reform -60 minutes
    321     - Common Misperceptions of Economics - 48 minutes
    322     - 21st Century Capitalism - 57 minutes
    323     - Cowboy Capitalism - 57 minutes
    324     - Educating the Work Force - 59 minutes
    325     - Questions and Answers with Robert Heilbroner - 52 minutes

     In this 6-part series Robert Heilbroner, distinguished economist and author, and Richard Paul, Director of Research and Professional Development at the Center for Critical Thinking, discuss the economic prospects for the U.S. in the next century. Will the economic success of the U.S. be determined by our ability to cultivate a work force of critical thinkers, as Paul argues, or will resources, new technologies and the laws and politics governing production and world trade outweigh any foreseeable improvements in education? In pursuit of this fundamental question, Heilbroner and Paul address this and other closely related issues such as:

    • The long and short range implications of global economic changes and the need for educational reform
    • Common misperceptions about economics and the role of economists
    • Robert Reich’s and Lester Thurow’s analysis of the U.S. economic future
    • Individualistic vs. communitarian forms of capitalism
    • Japanese vs. U.S. forms of management
    • Endemic corruption in U.S. politics and business
    • The capacity of the U.S.educational bureaucracy to adapt
    • The qualities of a critical thinking work force




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    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).
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    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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