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298dvd

The Greensboro Plan: Long Term Staff Development

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(Physical copies not available at this time.)


Video Series: Current Educational Issues
Publisher: Foundation for Critical Thinking
Length: 59 minutes
Format: VHS or DVD

Narrated by Richard Paul, this video contains interviews with educators from Greensboro, North Carolina who discuss their experiences instituting a district-wide critical thinking program. Important for anyone trying to develop a school or district wide critical thinking program. Topics include: the problem of a fragmented curriculum, overcoming teacher and student resistance, the need for developing a core of critical thinking teachers, resisting the temptation to adopt “pre-packaged” programs, and the need for ongoing in-service opportunities. Includes companion book. (PBS)

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Greensboro Plan (DVD)

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The Greensboro Plan: Long Term Staff Development






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  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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