The Palgrave Handbook of Critical Thinking in Higher Education by M. Davies (Eng

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The Palgrave Handbook of Critical Thinking in Higher Education provides a single compendium on the nature, function, and applications of critical thinking. This book brings together the work of top researchers on critical thinking worldwide, covering questions of definition, pedagogy, curriculum, assessment, research, policy, and application.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

The Palgrave Handbook of Critical Thinking in Higher Education provides a single compendium on the nature, function, and applications of critical thinking. This book brings together the work of top researchers on critical thinking worldwide, covering questions of definition, pedagogy, curriculum, assessment, research, policy, and application.

Author Biography

Richard Andrews, University of London, UKSharon Bailin, Simon Fraser University, CanadaMaha Bali, American University in Cairo, EgyptMark Battersby, CanadaMargaret Blackie, Stellenbosch University, South AfricaTracy Bowell, University of Waikato, New ZealandEva M. Brodin, Lund University, SwedenStephen Brookfield, University of St. Thomas, USALorelle Burton, University of Southern Queensland, AustraliaElmarie Costandius, Stellenbosch University, South AfricaSharon K Chirgwin, Menzies School of Health Research, AustraliaStephen Cowden, Coventry University, UKPeter Ellerton, University of Queensland, AustraliaRobert H. Ennis, Education at the University of Illinois, USASandra Grace, Southern Cross University, AustraliaPaul Green, Mount St. Mary's College, USAPhil Griffiths, University of Southern Queensland, AustraliaBenjamin Hamby, Coastal Carolina University, USASara Hammer, University of Southern Queensland, AustraliaMaralee Harrell, Carnegie Mellon University, USADenise Higgins, Australian National University, AustraliaDavid Hitchcock, McMaster University, CanadaSusan Howitt, Australian National University, AustraliaHenk Huijser, Batchelor Institute of Indigenous Tertiary Education, AustraliaAlan Jones, Macquarie University, AustraliaAnna Jones, Glasgow Caledonian University, UKJustine Kingsbury, University of Waikato, New ZealandMasuo Koyasu, Kyoto University, JapanTakashi Kusumi, Kyoto University, JapanJoe Lau, The University of Hong Kong, Hong KongBrenda Leibowitz, University of Johannesburg, South AfricaStephen M. Llano, St. John's University, USAJason Lodge, University of Melbourne, AustraliaBeatrice Lok, Chinese University of Hong Kong, Hong KongRhoda Malgas, Stellenbosch University, South AfricaEmmanuel Manalo, Waseda University, JapanKarl Maton, University of Sydney, AustraliaCelina McEwen, Charles Sturt University, AustraliaYasushi Michita, University of the Ryukyus, JapanIan Nell, Stellenbosch University, South AfricaNancy November, University of Auckland, New ZealandErin O'Connor, Queensland University of Technology, AustraliaPaul J Orrock, Southern Cross University, AustraliaPamela Roberts, Australian National University, AustraliaChris Robinson, Duke University Press, USASophia Olivia Rosochacki, African Arts Institute, South AfricaRhonda Shaw, Charles Sturt University, AustraliaSamantha Sin, Macquarie University, AustraliaGurnam Singh, Coventry University, UKEszter Szenes, The University of Sydney, AustraliaYuko Tanaka, National Institute of Informatics of Research Organization of Information and Systems, JapanGeert ten Dam, University of Amsterdam, the NetherlandsKeith Thomas, Victoria University, AustraliaNamala Tilakaratna, University of Sydney, AustraliaFranziska Trede, Charles Sturt University, AustraliaTim van Gelder, University of Melbourne, AustraliaIris Vardi, Vardi ConsultingMonique Volman, Universityof Amsterdam, the NetherlandsMilton W. Wendland, University of South Florida, USADanielle Wetzel, Carnegie Mellon University, USAAnna Wilson, University of Stirling, UKPeter A. Williams, University of Kansas, USAGert Young, Stellenbosch University, South AfricaYu Dong, China

Table of Contents

Introduction; Martin Davies and Ronald Barnett What is Critical Thinking in Higher Education? 1. Critical Thinking: A Streamlined Conception; Robert H. Ennis 2. Critical Thinking and/or Argumentation in Higher Education; Richard Andrews 3. A Curriculum for a Critical Being; Ronald Barnett 4. Willingness to Inquire: The Cardinal Critical Thinking Virtue; Benjamin Hamby Teaching Critical Thinking 5. Teaching Critical Thinking: An Operational Framework; Keith Thomas and Beatrice Lok 6. Teaching Critical Thinking For Lifelong Learning; Paul Green 7. Teaching Critical Thinking As Inquiry; Sharon Bailin and Mark Battersby 8. Debate's Relationship to Critical Thinking; Stephen Llano 9. Thick Critical Thinking: Toward A New Classroom Pedagogy; Milton W. Wendland, Chris Robinson, and Peter A Williams 10. A Disciplined Approach To Critical Thinking; Anna Jones 11. Using Argument Mapping to Improve Critical Thinking Skills; Tim van Gelder Incorporating Critical Thinking in the Curriculum 12. TheRelationship Between Self-Regulation, Personal Epistemology, and Becoming a Critical Thinker: Implications for Pedagogy; Iris Vardi 13. Using Argument Diagramming to Teach Critical Thinking in a First Year Writing Course; Maralee Harrell and Danielle Wetzel 14. Virtue and Enquiry: Bridging the Transfer Gap; Justine Kingsbury and Tracey Bowell 15. Proposition Testing: A Strategy to Develop Critical Thinking for Essay Writing; Sara Hammer and Phil Griffiths 16. Conditions for Criticality in Doctoral Education: A Creative Concern; Eva Brodin 17. The Effectiveness of Instruction in Critical Thinking; David Hitchcock Critical Thinking and Culture 18. Do Students from Different Cultures Think Differently about Critical and other Thinking Skills?; Emmanuel Manalo, Takashi Kusumi, Masuo Koyasu, Yasushi Michita, and Yuko Tanaka 19. Critical Thinking through a Multicultural Lens: Cultural Challenges of Teaching Critical Thinking; Maha Bali 20. Cultural Variance, Critical Thinking and IndigenousKnowledges: Exploring a Both-Ways; Henk Huijser and Sharon K. Chirgwin 21. Critical Thinking Education With Chinese Characteristics; Yu Dong Critical Thinking and the Cognitive Sciences 22. Metacognitive Education: Going Beyond Critical Thinking; Joe Lau 23. Applying Cognitive Science to Critical Thinking among Higher Education Students; Jason Lodge, Erin O'Connor, Rhonda Shaw, and Lorelle Burton 24. Metacognition in Critical Thinking: Some Pedagogical Imperatives; Peter Ellerton Critical Thinking and the Professions 25. Critical Thinking In Professional Accounting Practice: Conceptions of Employers and Practitioners; Samantha Sin and Alan Jones 26. Critical Thinking For Future Practice: Learning to Question; Franziska Trede and Celina McEwen 27. Critical Thinking In Osteopathic Medicine: Exploring the relationship between Critical Thinking and Clinical Reasoning; Sandra Grace and Paul J. Orrock 28. Making Critical Thinking Visible in Undergraduates' Experiences of Scientific Research;Anna Wilson, Susan Howitt, Denise Higgins, and Pamela Roberts 29. Using Social Media to Enhance Critical Thinking: Crossing Socio-Educational Divides; Nancy November Social Perspectives on Critical Thinking 30. Speaking Truth To Power: Teaching Critical Thinking in the Critical Theory Tradition; Stephen Brookfield 31. Stumbling Over The First Hurdle: Exploring Notions Of Critical Citizenship; Elmarie Costandius Margaret Blackie, Brenda Leibowitz, Ian Nell, Rhoda Malgas, Sophia Rosochacki, and Gert Young 32. Critical Pedagogy: Critical Thinking as a Social Practice; Stephen Cowden and Gurnam Singh 33. The Knowledge Practices of Critical Thinking; Eszter Szenes, Namala Tilakaratna, and Karl Maton 34. Critical Thinking for Educated Citizenship; Monique Volman and Geert ten Dam

Review

"The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society. In short, it is an indispensable guide and state-of-the-art compendium of critical thinking in the academy." - Michael A. Peters, Professor of Education, University of Waikato, New Zealand, and University of Illinois at Urbana-Champagne, USA"A sweeping, landmark collection of perspectives on theory and practice from key thinkers and practitioners. This is a must read book for anyone who wants to know what critical thinking is, or might be, in higher education." - Richard James, Pro Vice-Chancellor and Director, Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia"'Critical thinking' is one of the key aims of higher education. But what is it? And, does it mean the same thing in all fields, disciplines and cultures? While insisting on the importance of critical thinking in higher education, this book problematises and debates what it means, and how it may be developed and implemented in curriculum. It fills a key gap in the literature, and in curricular and policy debates." - Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute of Studies for Education, University of Toronto, Canada

Long Description

Palgrave Handbook of Critical Thinking in Higher Education explores critical thinking in higher education in all its forms, from definitions to teaching and incorporating it into the curriculum, its relationship to culture and the professions, and its social perspectives and scientific and cognitive manifestations. Davies and Barnett ask what is critical thinking, especially in the context of higher education? The handbook explores these questions, with contributors offering their insight into the contemporary understandings of higher education worldwide.

Review Quote

"The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society. In short, it is an indispensable guide and state-of-the-art compendium of critical thinking in the academy." - Michael A. Peters, Professor of Education, University of Waikato, New Zealand, and University of Illinois at Urbana-Champagne, USA "A sweeping, landmark collection of perspectives on theory and practice from key thinkers and practitioners. This is a must read book for anyone who wants to know what critical thinking is, or might be, in higher education." - Richard James, Pro Vice-Chancellor and Director, Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia "'Critical thinking' is one of the key aims of higher education. But what is it? And, does it mean the same thing in all fields, disciplines and cultures? While insisting on the importance of critical thinking in higher education, this book problematises and debates what it means, and how it may be developed and implemented in curriculum. It fills a key gap in the literature, and in curricular and policy debates." - Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute of Studies for Education, University of Toronto, Canada

Details ISBN1137378034 Year 2015 ISBN-10 1137378034 ISBN-13 9781137378033 Media Book Publisher Palgrave Macmillan Publication Date 2015-03-25 Short Title PALGRAVE HANDBK OF CRITICAL TH Language English Edition Description 2015 Imprint Palgrave Macmillan Place of Publication Basingstoke Country of Publication United Kingdom Pages 646 Format Hardcover UK Release Date 2015-03-25 AU Release Date 2015-03-25 NZ Release Date 2015-03-25 Illustrations X, 646 p. Edited by R. Barnett Birth 1915 Death 1908 Position illustrator Qualifications Ph.D., D.Litt. Author R. Barnett Alternative 9781349478125 DEWEY 378.17 Audience Professional & Vocational We've got this

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