CTRJeremy

General notes on attention to critical thinking with CCT:

When taking the course as a student, these parts of that curriculum are some that stuck with me most and remained highly meaningful in teaching, work and other parts of life:

From: Developing Minds
the differences of teaching "for, of, about" critical thinking. Dialogical and dialectical discussion. Infusing CT into instructional design/developing habits of mind and dispositions in young learners.

From: The Thinking Classroom
Modeling critical thinking and metacognitive processes; issues of teaching and learning critical thinking for application within and across, domains.

Discussion of Galileo and historical perspective of critical thinking in terms of shifts that happened as knowledge started to be understood more from empiracle science rather just from religious doctrines.

Use of the manifesto as a tool for identifying and clarifying one's key principles to understand abstract aspects of critical and creative thinking.

Richard Paul's "Strong Sense" critical thinking (ties in with my developing ideas about critical thinking in support of the development of values, not simply as a generic cognitive tool to be applied to any situation.

Peter Elbow's Methodological Believing and Doubting (ties in closely with some of my theater arts experience as it relates to empathy and experiencing new thinking through someone else's perspective).

In my teaching: CCT 670 Thinking, Learning, and Computers in addressing information literacy; connects with one of Orin's comments about critical thinking as not taking anything for granted; the course includes some attention to both looking at sources of information and understanding biases, assumptions, and need for questioning, both in terms of evaluating quality of a source, but also how to form a process for making best use of massive amount of available information.