Abstract
Critical thinking has attracted considerable focus in recent years in both high school and tertiary curricula (Ku 2009). While the concept has a long tradition and both philosophers and educators agree on its importance, there is a reported lack of agreement on what the concept involves (Cheung, Rudowicz, Kwan, and Yue 2002; Green, Hammer, and Star 2009; McMillan 1987). There is even less agreement on how to teach it (Noddings 1995). Described as a most difficult term in education (Moore and Parker 2011), it is not surprising that critical thinking has also taken on a narrower focus than when earlier conceived (Davies 2011). This chapter presents an operational framework for teaching critical thinking and illustrates its application in an educational setting.
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© 2015 Martin Davies and Ronald Barnett
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Thomas, K., Lok, B. (2015). Teaching Critical Thinking: An Operational Framework. In: Davies, M., Barnett, R. (eds) The Palgrave Handbook of Critical Thinking in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137378057_6
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DOI: https://doi.org/10.1057/9781137378057_6
Publisher Name: Palgrave Macmillan, New York
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