Teaching critical thinking across the curriculum

Chaffee, John W.

doi:10.1002/cc.36819927704

Cited by 22 publications

(15 citation statements)

References 2 publications

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“…According to Chaffee (1992), CT is rarely taught explicitly and systematically within the educational framework. In most educational systems, students gain lower order learning which is associative, and rote memorization resulting in misunderstanding, prejudice, and discouragement in which students develop techniques for short-term memorization and performance These techniques block the students' thinking seriously about what they learn (Paul, 1990).…”

Section: Introductionmentioning

confidence: 99%

“…This process needs most of the available class times. In this way, students will develop the passive "tell-me-what-is-important-so-I-can-tell-it-back-to-youon-tests-and-papers" attitude in educational program which will block their active thinking (Chaffee, 1992). These teachers and students should change their viewpoints toward the basic goals of education which is growth of critical thinkers and try to use the available time in the most effective ways to accomplish this task.…”

Section: Introductionmentioning

confidence: 99%

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A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

Asgharheidari

Tahriri

2015

JLTR

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Abstract-The ability to think critically is an important and necessary skill that language learners need to develop for their academic and social success. Therefore, providing an active learning environment that is conductive to creativity and in which different activities ask learners to think critically is considered as one of the foreign language teachers' tasks. This study aims at exploring EFL teachers' attitude toward critical thinking (CT) instruction. The participants were 30 EFL teachers who taught English at different language institutes in Tonekabon, Iran. They were surveyed on their beliefs about the concept of CT and its place in their career. Result indicated that most of them have a clear idea toward the concept of CT and believed that it is an important part of their job as a teacher to increase learners' critical thought. On the other hand, most of them conveyed a strong desire for more training in how to teach these skills. Therefore, to increase teachers' ability in teaching CT, special training courses must be included in teacher training courses. Index Terms-critical thinking, instruction, attitude, English as a foreign language (EFL)

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

Asgharheidari

Tahriri

2015

JLTR

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“…One chapter (Chaffee, 1992) featured the Critical Thought Skills course, the keystone class taught by faculty from various disciplines that propelled the critical thinking movement at LaGuardia Community College (New York). The LaGuardia model, structured around paired courses where students took the keystone course along with another from a second discipline, gave students the opportunity to think critically about the content of both courses.…”

Section: Revisiting Critical Thinking Programsmentioning

confidence: 99%

Critical thinking revisited: Its past, present, and future

Barnes

2005

New Drctns Community Coll

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In the mid-1980s, when the Community College of Aurora, Colorado (CCA) tapped me to lead its cutting-edge critical thinking initiative, called the Integrated Thinking Skills Project, I was enthusiastic and deeply hopeful that, somehow, I could coalesce our faculty into scholar-practitioners who would serve as catalysts for substantively changing not only what we taught but how we taught.As I think back now, more than a decade later, I ponder the efforts of the first group of faculty engaged in the Integrated Thinking Skills Project. As we struggled through Bruce Tuckman's model (1965) whereby groups first "form" politely, then "storm" through differences of opinion in order to normalize relationships, and ultimately "perform" as a cohesive group, we initially maintained our stance that, of course, we were "doing" critical thinking. Eventually we found out that we, as faculty, were indeed doing critical thinking, but our students were doing something else: transferring the instructors' notes into their own, without putting too much thought into any of it.We discovered along our difficult journey that although we might have actually been doing some critical thinking in our disciplines, our students were doing little more than continuing their trek through what I have dubbed the "teacher as God syndrome." What our students were doing, in effect, was guessing what faculty wanted so they could successfully regurgitate it on Scantron tests, only to leave our classroom untaught, and more important unlearned.

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“…However, with the advent of the information diffusion emanating from the information technology marking the onset of the third millennium, the newly-clothed concept of literacy and intellectual understanding, and the demand for accountability as one of the prerequisites of modern societies (Kuhn, 1999), academically successful students are no longer solely defined as individuals who are able to memorize facts and learn fixed routines and procedures, instead as individuals who can pool their resources to think critically and creatively both when they run into difficulties and about what they are learning (Chaffee, 1992).…”

Section: Introductionmentioning

confidence: 99%

“…In spite of the fact that critical thinking abilities, such as solving problems, generating and organizing ideas and concepts, designing systematic plans of action, constructing, analyzing and evaluating arguments, exploring issues from multiple perspectives, and critically evaluating the logic and validity of information, are clearly needed for academic study and future career preparation, and even though teachers are eager to teach critical thinking as an educational ideal, critical thinking is barely taught explicitly and systematically within the educational framework (Chaffee, 1992). Routinely, the trend practiced in the academic world views education as the transfer of information from the full container -the teacher -to the empty container -the students -through the funnel of teaching.…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking and Iranian EFL Context

Fahim¹,

Ahmadian²

2012

JLTR

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Abstract-The advent of the information diffusion emanating from the information technology of the third millennium along with the revamped concept of literacy and intellectual understanding, and the demand for accountability as one of the prerequisites of modern societies has given birth to a movement resting on the idea that schools should be less concerned with imparting information and requiring the memorization of empirical data. Dealing with the extraordinary challenges of today's information society requires autonomous citizens equipped with "critical competence" (Feuerstein, 1999) whose meta-knowing is to be ameliorated through curriculum. The present study is an attempt to sketch the concept of critical thinking as a viable alternative in language education in Iranian EFL context. First, a number of definitions, along with the dimensions, of the concept from various scholars' viewpoints are put forward. Second, the typical features of critical thinkers and what resources they need are introduced. Third, the relation between critical thinking and learner autonomy is examined. Fourth, the relation between critical thinking and the instructional process is investigated. And finally, the issue from both theoretical and pedagogical standpoints in the contemporary Iranian EFL context is reviewed.

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Teaching critical thinking across the curriculum

Abstract: By using an interdisciplinary approach to the teaching of critical thinking, educators as well as students can become lifelong learners who are active participants in their own educations.

Cited by 22 publications

References 2 publications

A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

Critical thinking revisited: Its past, present, and future

Critical Thinking and Iranian EFL Context

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