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Conceptualizing Critical Thinking
Abstract
In this paper, the second of two, we set out a conception of critical thinking that critical thinking is a normative enterprise in which, to a greater or lesser degree, we apply appropriate criteria and standards to what we or others say, do, or write. The expression 'critical thinking' is a normative term. Those who become critical thinkers acquire such intellectual resources as background knowledge, operational knowledge of appropriate standards, knowledge of key concepts, possession of effective heuristics, and of certain vital habits of mind. We explain why these intellectual resources are needed and suggest that we can best teach critical thinking by infusing it within any curricular practice in which our students are involved.
... В более поздних работах выделяются тождественные или близкие по смыслу диспозиции: открытость мышления [26; 27], стремление к поиску причин (то есть ответ на вопрос «Почему именно так, а не иначе?» [26], пластичность (гибкость, отсутствие догматичности) [26], уважение и готовность анализировать и принимать точку зрения других [26]. ...
... В более поздних работах выделяются тождественные или близкие по смыслу диспозиции: открытость мышления [26; 27], стремление к поиску причин (то есть ответ на вопрос «Почему именно так, а не иначе?» [26], пластичность (гибкость, отсутствие догматичности) [26], уважение и готовность анализировать и принимать точку зрения других [26]. ...
... В более поздних работах выделяются тождественные или близкие по смыслу диспозиции: открытость мышления [26; 27], стремление к поиску причин (то есть ответ на вопрос «Почему именно так, а не иначе?» [26], пластичность (гибкость, отсутствие догматичности) [26], уважение и готовность анализировать и принимать точку зрения других [26]. ...
The article defines the features of understanding critical thinking and the features of its formation. The need for its formation is determined by the requirements of the labor market, the demand for a new type of ‘knowledge’ worker, as well as the criteria and goals of higher education. Successful formation of critical thinking involves specifying its understanding and highlighting its main characteristics. The main lines of understanding critical thinking are defined: critical thinking in the broad and narrow senses; critical thinking in accordance with ‘frontier’ publications; critical thinking depending on the professional field of study and application. Based on a critical analysis of English-language literature, including review articles, the main approaches to understanding critical thinking are identified and systematized: philosophical, psychological, pedagogical, media. The features of each of the approaches are determined. The philosophical approach is focused on the dominance of the logical component of critical thinking. Within the framework of the philosophical approach, the ideal image of a critical thinker is considered. Accordingly, the specific circumstances of solving the problem, the essence of the problem, and the participants are not taken into account. The psychological approach concentrates on identifying specific operations of critical thinking. It takes into account circumstances, behavior, participants, motives, etc. The pedagogical approach is based on empirical data. It aims to address issues related to the definition of specific methods for teaching critical thinking and ways to check the results. In recent decades, the media approach to understanding and the development of critical thinking has been actively developing. It emphasizes such a component of critical thinking as working with information. It has been determined that the best option for understanding critical thinking is the so-called ‘compromise options’, including the ‘Delphi’ report. It integrates cognitive skills and dispositions. The former includes: interpretation, analysis, evaluation, conclusion, explanation, self-reflection and self-examination. The second: the desire for truth, openness of thinking, analytic, systematic thinking.
... Ifølge Bailin et al. (1999) er de fleste enige om hva kritisk tenkning er på et abstrakt, teoretisk nivå, men forskjellene kommer fram når man skal operasjonalisere begrepet. På veien mot å operasjonalisere kritisk tenkning trekker vi først et skille mellom tenkning og kritisk tenkning. ...
... I tillegg til perspektivene fra Ferguson og Krange (2020) og Lim (2015) er også holdninger et perspektiv ved kritisk tenkning (Facione, 2020). En kritisk holdning eller 'critical spirit', slik det framstilles av Siegel (2010), Facione (1990) og Bailin et al. (1999), knytter kritisk tenkning til hele mennesket, ikke bare til tenkning. Holdninger styres av tanker, følelser og handlinger, og kan bestemme og endre atferd (Svartdal, 2021). ...
... Holdninger styres av tanker, følelser og handlinger, og kan bestemme og endre atferd (Svartdal, 2021). En kritisk holdning sammenføyer ferdigheter og egenskaper, der ferdigheter er kognitive prosesser, som evaluering, vurdering og metakognisjon, og egenskaper er empati, åpenhet, kreativitet, utholdenhet og respekt for andre (Bailin et al., 1999;Facione, 1990;Siegel 2010). ...
Kritisk tenkning har fått økt aktualitet gjennom Kunnskapsløftet 2020 (LK20). Selv om kritisk tenkning har fått en sentral posisjon, er ikke begrepet entydig definert. Definisjonsmakten er dermed gitt til mottakerne av læreplanen, lærerne. Vi ønsker i denne artikkelen å undersøke barnetrinnslæreres forståelse av kritisk tenkning ved å svare på følgende forskningsspørsmål: Hvilke perspektiver på kritisk tenkning vektlegger barnetrinnslærere, og hvordan beskriver de arbeidet med kritisk tenkning i klasserommet? For å svare på spørsmålene gjør vi en innholdsanalyse, der vi undersøker hvordan perspektiver på kritisk tenkning hentet fra teori og forskning kommer til syne i intervjuer med elleve barnetrinnslærere. Kategoriene er holdninger, kildevurdering, argumentasjon, perspektivmangfold, sammenhengsforståelse, makt, kunnskapssyn og kontekstualisering. Funnene viser at lærerne samlet sett er oppmerksomme på de fleste perspektivene av kritisk tenkning. Den enkelte lærer går imidlertid ikke så dypt innenfor hvert av dem. Dette tyder på at de forstår noen perspektiver på kritisk tenkning, men også at de ikke er bevisst andre perspektiver. Videre har vi sett at barnetrinnlærerne har ulikt syn på hva som bør vektlegges når det kommer til kritisk tenkning, noe som handler om hvilket kunnskapssyn de legger til grunn og hvordan de ser sin egen rolle i klasserommet. Dessuten tydeliggjør analysen at man trenger et egnet innhold for å jobbe med kritisk tenkning med elever, og at barnetrinnslærere trenger mer kunnskap om mulighetene for å tilrettelegge for kritisk tenkning i klasserommet.
... They both promote critical thinking as a set of argumentative skills which can be learned, and they both pursue similar ambitions to do with teacher education and the expansion of critical thinking to diverse subjectdisciplines (TC2, 1993). Bailin, Case, Daniels and Coombs' paper discussed here is claimed to provide clarification of existing critical thinking terminology, which is expected to help tutors around the world to discuss the best ways to incorporate critical thought into their educational agendas (Bailin et al., 1999). ...
... Contemporary critical thought belongs to everyone, and the underlying assumption that anyone who is given the opportunity and the means to develop critical thought will eventually become an intelligent critical being, is an idea that seemed to have been welcomed at least by the British educational system, which during the last decades has increasingly encouraged an opening up of higher education. However, the research 30 study carried out by Bailin, Case, Coombs and Daniels (1999), showed that not all educators, countries and institutions understand the same things by "Critical Thinking", since most discussions around the topic have been held at an abstract level (Bailin et al., 1999, 286). For that reason, the authors propose a conceptualization of critical thinking that aims to provide a more concrete foundation for curricula and teaching • strategies, which as we will see, does not differ greatly from those of Walton, except for some concrete applications to the educational field. ...
... From the introduction of this thesis we have seen that background knowledge plays a crucial part in the quality of critical thought. As explained in section 0.5, theoreticians of critical thought such as Bailin, et al (1999) grant a significant role to the incorporation of what they call "intellectual resources" (of which background knowledge is a crucial one) in their conceptualization of quality critical thought (Bailin, et al, 1999, 290). Bailin et al, understand "background knowledge" as the information that the critical thinker can find about the issue explored. ...
p>The skills-based versus knowledge-based learning debate in British higher education has given rise to a double agenda, clearly observable in Modern Languages degrees, where the sometimes called "content units" (knowledge- based learning) form one dimension, and the "language units" (skills-based learning) form the other. The organization of this structure is sustained in the understanding that knowledge-based courses provide students with the necessary intellectual tools for students to make informed judgments of the different contexts and situations where their (linguistic, or other) skills can be applied. From this perspective, a Modern Languages degree offers invaluable opportunities for undergraduates to develop as well-rounded critical beings (Barnett, 1997). However, a programme where its main components are conducted in (at least) two different linguistic codes, poses additional, but often overlooked challenges for the transferability of information and skills between units described above. This could affect at the same time the development of Modern Languages students' criticality. It is hoped that this study will contribute to our understanding of this higher level learning process involving two languages. This research explores the different learning experiences organized for students of languages, which curriculum designers believe help students to build up their capacity to behave critically in different areas of their professional and personal lives. Through an ethnographic-type investigation, this study aims to provide an in-depth analysis of the elements involved in the development of Spanish students' criticality, and in particular, of the ways these elements are interlinked with one another. The data collected for this investigation includes samples of students' oral and written work, interviews with students and tutors, classroom observations and a collection of course documents and university documentation, all of which was qualitatively recorded and analysed.</p
... В более поздних работах выделяются тождественные или близкие по смыслу диспозиции: открытость мышления [26; 27], стремление к поиску причин (то есть ответ на вопрос «Почему именно так, а не иначе?» [26], пластичность (гибкость, отсутствие догматичности) [26], уважение и готовность анализировать и принимать точку зрения других [26]. ...
... В более поздних работах выделяются тождественные или близкие по смыслу диспозиции: открытость мышления [26; 27], стремление к поиску причин (то есть ответ на вопрос «Почему именно так, а не иначе?» [26], пластичность (гибкость, отсутствие догматичности) [26], уважение и готовность анализировать и принимать точку зрения других [26]. ...
... В более поздних работах выделяются тождественные или близкие по смыслу диспозиции: открытость мышления [26; 27], стремление к поиску причин (то есть ответ на вопрос «Почему именно так, а не иначе?» [26], пластичность (гибкость, отсутствие догматичности) [26], уважение и готовность анализировать и принимать точку зрения других [26]. ...
Introduction. In modern literature on philosophy, pedagogy, psychology, the need for critical thinking for a person living in modern society, and for a graduate of a higher educational institution, is affirmed.
Problem statement. The purpose of the article is to specify the reasons for the need for critical thinking. To achieve the goal at the first stage, the author analyzed the English-language review articles on various aspects of critical thinking.
Methodology of the study. At the second step, based on the results of the first one, the most significant features of understanding critical thinking in philosophy (ideal, abstract carrier of critical thinking, emphasis on formal logical thought procedures), psychology (attention to thinking in specific situations, determining the connection between critical thinking and types of behavior, analysis of critical thinking skills in certain situations), pedagogy (orientation to the educational practice , reliance on empirical research).
Outcomes. Based on the analysis of the review articles, the most significant coherent characteristics of critical thinking as a process were identified: the ability to fix a problem and to put forward hypotheses for its solution, reasoned analysis of hypotheses, comparison with other options, ability to refuse a preliminary solution to the problem, and others. It was also revealed that “intellectual virtues” are necessary for the implementation of critical thinking: the desire for education, responsible reasoning, mental flexibility, rejection of prejudices and intellectual egocentrism.
Findings. The analysis of the documents of the World Economic Forum (2016, 2018) showed that critical thinking is included in the list of the main skills of students and professionals.
... The fact that pre-service teachers who faced thinking problems in the activities given during the implementation of the thinking program strived to overcome these difficulties by interacting with their friends, generating alternative ideas, and empathizing implies that they use critical thinking as a resource. Interacting with friends, generating alternatives, and empathizing concerning fair-mindedness are critical thinking indicators included in the classifications of critical thinking dispositions (Bailin et al., 1999;Ennis, 1985 (b); Facione & Facione 1996;Halpern, 2003 andElder, 2013). The findings regarding the preservice teachers' achievements related to critical thinking were discussed under the theme of learning outcomes. ...
... Learning outcomes expressed as intellectual courage, critical thinking awareness, understanding the relationship between emotion and thought can be associated with critical thinking dispositions. The learning outcomes obtained in the research are included in critical thinking classifications of different researchers in the critical thinking literature (Bailin et al., 1999;Beyer, 1984;Ennis, 1985b;Demirel, 2007;Facione, 1990;Halpern, 2003;Paul et al., 1989;Paul & Elder, 2013;Watson & Glaser, 2010). However, among the learning outcomes of the thinking program implemented, no indicator regarding the evaluation dimension (the evaluation about the reliability of information sources, evidence, claims, and opposing views) was found in the literature on the classification of critical thinking skills (Beyer, 1984;Ennis, 1985b;Facione, 1990;Paul et al., 1989 andWatson &Glaser, 2010). ...
... Critical thinking which is composed of two main dimensions as skills and dispositions have also subdimensions within each main dimension (Facione, 1990). Skills and dispositions are correlated in the sense that they support each other during the process of human cognition but are separated while forming ideas (Bailin et al., 1999). A great thinker and philosopher, John Dewey, explains this distinction in his famous book How We Think, by indicating that skills may either come as inborn or be developed later by practice, but disposition is a former entity that can only be developed by a human when necessary opportunities are provided, and it is for this reason that one should prefer to develop dispositions rather than skills to possess the positive inclination to develop thinking skills (Dewey, 1910). ...
... Critical thinking disposition, which is considered a critical characterological profile of a productive thinker (Dewey, 1910;Facione, 1990;Bailin et al., 1999), is an inevitable necessity that one must hold to overcome the challenges of the 21 st century. A considerable body of evidence insistingly mentions the importance of this human dimension as a major concern of human sciences (İskifoglu, 2014, 2018Terblanche and de Clercq, 2019;Wan and Cheng, 2019). ...
This study aimed to investigate the critical thinking disposition levels of the 15–18 age group of secondary and high school students in different educational settings in the Turkish Republic of Northern Cyprus (TRNC). Since culture is an inevitable part of thinking, this study becomes significant since there is no study investigating the thinking culture of youngsters in North Cyprus. After eliciting necessary permissions from the Ministry of Education and ethical boards, 1,130 participants in the age range of 15–18, who were selected by stratified random sampling and who voluntarily accepted to contribute to the study, took part as a targeted audience. Data was collected from six independent areas of North Cyprus. A Turkish version of the California Critical Thinking Disposition Inventory (CCTDI) was used as the main data collection tool and the data was collected via the online MS Teams platform. The study found that, first, most of the participants scored significantly below the desired criteria set by the related literature for the specified age group. Second, gender differences were studied, and girls were found to be more inclined to think critically than boys in terms of six facets of critical thinking except for truth-seeking. Third, an interesting result regarding urban-rural area distinction was elicited in favor of rural areas, which was contradicted by the related literature, and this finding is discussed under the cultural realms of Cyprus. The basic premises behind each finding and their causal associations with culture are elaborated in detail in the discussion section.
... As they utilize the processes of "assimilation and accommodation," their zone of proximal development gets higher and they can engage in problem-solving and other HOTS like critical thinking (Florea & Hurjui, 2015, p. 566). In addition, Bailin et al. (1999) declared that children's capability of activating critical thinking skills in a certain area is extremely dependent on "the depth of knowledge, understanding and experience" they have in that area (p. 290). ...
... She argues that the previously held notion that young children are simply concrete thinkers is no longer valid. Bailin et al. (1999) elucidated the importance of developing critical thinking skills in early childhood as they argued that developing children's critical thinking skills should start before primary school so that, when they reach primary school, they are capable of distinguishing between different arguments and making informed decisions. Young (1992) stresses the idea of graduality when introducing critical thinking skills. ...
This study aimed to explore the level of critical thinking skills integrated into the tasks of the Omani English language curriculum of young learners. The study implemented a content analysis checklist that was based on the six critical thinking skills which were agreed upon by a group of international critical thinking experts and declared in the Delphi Report that was published by the American Philosophical Association (APA). The two textbooks of grade four, second semester (4B) beside the Teacher’s Book, were utilized as the sample of this analysis. Results of the study showed a low level of critical thinking skills integrated into the tasks of these textbooks as these tasks made up only (35.55%) of all the tasks in the textbooks. In addition, the self-examination subskill was highly represented compared with the other critical thinking subskills (20. 81%). Moreover, results showed that four of the critical thinking subskills (detecting arguments, analyzing arguments, presenting arguments, and self-correction) were absent from the tasks of both textbooks. Based on these findings several implications were addressed.
... De fleste forskerne som jobber innen KT er enige om at elevene trenger bakgrunnskunnskap for å kunne tenke kritisk, det vil si at de trenger noe å tenke kritisk om (McPeck, 1981;Willingham, 2008). Videre hevder blant annet Bailin et al. (1999) at fagspesifikk kunnskap er uunnvaerlig for å praktisere KT da ulike forklaringer, evalueringer, og bevis varierer mellom fag. Facione (1990) støtter også dette, og mener at å kunne ta i bruk KT-ferdigheter i ulike sammenhenger krever fagspesifikk kunnskap. ...
... Det vedvarende spørsmålet i forskning på KT, om det skal ses på som en generell eller fagspesifikk kompetanse (Bailin et al., 1999;Willingham, 2008), besvares i den norske og svenske laereplanen ved å vaere både-og, som er i tråd med Faciones (1990) råd i sin klassiske artikkel. KT inngår i de overordnede laereplanene i Norge og Sverige, og er vagt knyttet til BU og andre baerekraftkompetanser, men finnes i mye større omfang i de fagspesifikke laereplanene. ...
Kritisk tenking er beskrevet som en avgjørende kompetanse elever må tilegne seg for å kunne bidra til et bærekraftig samfunn. I denne studien undersøker vi derfor koblingen mellom kritisk tenking (KT) og bærekraftig utvikling (BU) i norsk og svensk læreplan. Bærekraftspørsmål er ofte komplekse og kan ses fra ulike perspektiv. I litteraturen anbefales ofte en fler- eller tverrfaglig undervisningstilnærming til bærekraftspørsmål. Når det gjelder KT hersker det uenighet om KT er en fagspesifikk eller generell kompetanse, og om de kriteriene det vurderes etter kan variere fra fag til fag. Det er derfor et behov for forskning på tvers av fagdisiplinene for å finne ut av hva det innebærer å tenke kritisk i de ulike fagene i skolen og hvordan dette er koblet til undervisning for bærekraftig utvikling (UBU). I denne studien gjennomføres en dokumentanalyse, basert på et rammeverk for bærekraftkompetanser, av de generelle og fagspesifikke delene av læreplanene. Resultatene viser at både den norske og den svenske overordnede del og fagspesifikke deler av læreplanene kan vise til flere formuleringer knyttet til bærekraftkompetansene og KT, men et fåtall av bærekraftkompetansene er koblet til kritisk tenking og direkte til BU som innholdselement. Det betyr at dersom læreren i norske og svenske skoler skal undervise helhetlig med en pluralistisk tilnærming til bærekraftspørsmål, som legger til rette for kritisk tenking, må de gjøre disse koblingene selv.
... Instead, he found studies that could be used to express some policies and standards. The most important of these studies are the following: (Bailin, Case, Coombs, Daniels, 1999) study: ...
... (Lai, 2011) also emphasized the importance of mental habits as an essential component of thinking, noting that critical thinking entails mental habits such as openness and integrity, curiosity, adaptability, the proclivity to seek explanations, the desire to see the novel, respect, and honesty to receiving diverse perspectives. (Bailin, Case, Coombs, and Daniels, 1999) stated that one must have specific commitments, situations, or mental habits to apply intellectual resources and applicable principles of excellent thinking (p. 294). ...
The research aimed to determine the ideal policies and the skills, cognitive, and emotional standards necessary to teach critical thinking among secondary school students in Saudi Arabia through the school curricula. The researcher used the descriptive technique to create a list of policies, cognitive skills, and emotional standards needed to teach critical thinking among secondary students in Saudi Arabia. The standards were then transferred to an electronic questionnaire using Likert's scale and validated using Alpha Cronbach and Spearman-Brown, and included four domains including policies (22 policies), skills standards (40 standards), cognitive standards (15 standards), and emotional standards (14 standards). In light of the intentional sample responses, which amounted to (39) specialists to the questionnaire, it was found that the number of policies that obtained approval (two policies strongly agreed, and "11" policies agreed) was (13) policies with an average of 59%, and the number of unapproved policies was one. Only by an average of 5%, and the rest of the policies are neutral with an average of 36%, and it was also found that the general average of the degree of approval of the sample members on the criteria for teaching critical thinking was highly agreeable according to the following order: Emotional criteria (4.58), cognitive criteria (4.55), and skill criteria (4.53). These are high percentages indicative of the appropriateness of standards for teaching critical thinking among secondary school students in Saudi Arabia. The research recommended that the Ministry of Education and the relevant authorities adopt policies for teaching critical thinking in the secondary stage, which was approved by: strongly agreed, and the development of essential thinking education content in the secondary stage. According to the research findings on skills, cognitive, and emotional standards, and evaluating the extent of commitment to teaching critical thinking in the secondary stage in the light of the policies and standards of teaching that the research reached. Received: 20 March 2022 / Accepted: 23 June 2022 / Published: 5 July 2022
... In this century, there is consensus on the importance of CT for societies, but debate on how it is to be taught is still in progress (Bellaera et al., 2021;Lombardi et al., 2021). CT skills can be taught to everyone through an appropriate education (Kennedy et al., 1991;Scriven & Paul, 2005) regardless of age (Bailin et al., 1999) or level of intelligence (Lewis & Smith, 1993). However, there are different opinions on how such appropriate education of CT will be performed. ...
... According to Kennedy et al., (1991), everyone can be taught CT skills through an appropriate education. Moreover, the success of CT teaching does not vary with whether individuals are gifted (Lewis & Smith, 1993) or with their age (Bailin et al., 1999;Kennedy et al., 1991). Indeed, various experimental studies conducted at different educational levels including primary education (Bayrak, 2014;Jensen, 2015) and undergraduate education (Aybek, 2006;Eldeleklioğlu & Özkılıç, 2008;Welch et al., 2015) and with different age groups showed that CT skill is teachable. ...
The aim of this study was to examine the effects of critical thinking (CT) teaching involving general, immersion, and mixed approaches on the CT skills and dispositions of high-school students. The study, which had three experimental groups (EG) and one control group, employed a pretest–posttest control-group quasi-experimental design. CT teaching was initiated with a general approach in EG I, an immersion approach in EG II, and a mixed approach in EG III. The Critical Thinking Skill Test and UF/EMI Critical Thinking Disposition Instrument were used to collect the data. General, immersion, and mixed approaches improved CT skills and dispositions, with a large effect size for the improvement of CT skills. CT teaching with general, immersion, and mixed approaches had large, moderate, and small effects, respectively, on improving CT dispositions. In terms of improving CT skills and dispositions, the most effective approach, respectively, was the general, mixed, and immersion approach.
... Critical thinking has been discussed in terms of associated resources for critical thinking development by some critical thinking scholars including Bailin, Case, Coombs and Daniels (1999a) and Johnston, Ford, Myles and Mitchell (2011). Bailin et al. (1999b) characterise critical thinkers with regard to intellectual resources, including background knowledge, operational knowledge of the standards of good thinking, knowledge of key critical concepts, knowledge of heuristic devices and habits of mind. Incorporating Bailin et al.'s (1999b) intellectual resources and Barnett's (1997) three domains of criticality (see more at the next section), Johnston et al. (2011) extend the notion of resources to the domains of not only 'knowledge' but also of the 'self' and the 'world'. ...
... Bailin et al. (1999b) characterise critical thinkers with regard to intellectual resources, including background knowledge, operational knowledge of the standards of good thinking, knowledge of key critical concepts, knowledge of heuristic devices and habits of mind. Incorporating Bailin et al.'s (1999b) intellectual resources and Barnett's (1997) three domains of criticality (see more at the next section), Johnston et al. (2011) extend the notion of resources to the domains of not only 'knowledge' but also of the 'self' and the 'world'. They maintain that the resources need to be critical across the three domains, and to involve distinctive types of knowledge and certain personal qualities and values. ...
Although research has ascribed a number of virtues to critical thinking, what critical thinking means is itself open to debate. This paper, as a part of a larger qualitative study on critical thinking practice in a Vietnamese EFL context, presents the findings about how Vietnamese EFL teachers and students in a university interpreted critical thinking.
The data were collected through semi-structured interviews with eight teachers and 22 students in a Vietnamese tertiary EFL context to seek their understandings of critical thinking. A majority of the interviews (28) were conducted in Vietnamese, then transcribed in their entirety, and translated into English. Thematic analysis was used to make sense of the data.
The participating teachers and students defined critical thinking as involving cognitive skills (e.g., analysing, synthesising, evaluating) and affective dispositions (e.g., inquisitiveness, open-mindedness). Their understandings were found to be limited to the first two domains of criticality in Barnett’s (1997) framework. That is, they understood critical thinking mainly within the domains of “knowledge”, less in “self”, barely at all in the domain of the “world”. The findings further revealed three characteristics distinctive in the participants’ conceptions of critical thinking: (i) expressing personal opinions as an indication of critical thinking, (ii) right/wrong dichotomy as the aim of critical thinking, and (iii) others’ rather than one’s own opinions or arguments as the subject of criticism.
The findings imply that the participating teachers and students appeared to have quite a rudimentary grasp of critical thinking and that their understandings were influenced to some extent by the Vietnamese culture of teaching and learning, which has some implications for the application of critical thinking in an EFL context.
... Karena pendidikan harus mampu mengembangkan tujuan kognitif, psikomotorik, dan afektif yang spesifik (Bloom, 1956), mempraktikkan moralitas agama tidaklah cukup bagi peserta didik untuk bertahan hidup di era yang penuh persaingan ini. Diperlukan berbagai atribut lain seperti kompetensi dasar dan keterampilan hidup (Bloom, 1956;Campbell, 1996;Bailin et al., 1999;Metais, 1999). ...
Puji serta syukur penulis panjatkan atas kehadirat Tuhan Yang Maha Esa yang telah memberikan berkat, nikmat, dan karunia-Nya dalam penyelesaian buku ini. Buku Saka Guru Pendidikan Indonesia Abad 21 ini dibuat sebagai bahan referensi dan juga memberikan wawasan tambahan lebih rinci mengenai saka guru pendidikan abad 21 khususnya di Indonesia. Dalam buku ini juga berisikan bab demi bab yang sistematis dan dapat dijadikan tolok ukur pada abad 21 yang kini telah berada diera revolusi industri 4.0. dan era society 5.0. Sejalan dengan perkembangan pendidikan dan kemajuan teknologi yang menyertainya, buku ini dapat dijadikan solusi terbaik sehingga tujuan dan manfaat dapat dicapai secara maksimal. Secara lengkap dalam pembahasan buku ini meliputi 13 bab sebagai berikut :
Bab 1 Hakikat Pendidikan dan Ilmu Pendidikan di Indonesia Abad 21
Bab 2 Sejarah dan Konsep Dasar Pendidikan di Indonesia Abad 21
Bab 3 Sistem Nasional Pendidikan di Indonesia Abad 21
Bab 4 Landasan-Landasan Pendidikan di Indonesia Abad 21
Bab 5 Aliran-Aliran Pendidikan di Indonesia Abad 21
Bab 6 Pilar-Pilar Pendidikan di Indonesia Abad 21
Bab 7 Pendidikan Sebagai Suatu Sistem Indonesia Abad 21
Bab 8 Telaah Perkembangan Kurikulum Di Indonesia Abad 21
Bab 9 Peran Pendidikan Dalam Pembangunan Indonesia Abad 21
Bab 10 Faktor Memengaruhi Perkembangan Pendidikan Indonesia Abad 21
Bab 11 Perkembangan Pendidikan Era Society 5.0 Abad 21
Bab 12 Permasalahan-Permasalahan Pendidikan di Indonesia Abad 21
Bab 13 Manajemen Mutu Terpadu Di Bidang Pendidikan Indonesia Abad 21. Keempat belas materi pokok tersebut dikemas sedemikian rupa sehingga setelah membaca buku ini, para pembaca diharapkan dapat memahami dan mendapatkan pemahaman baru. Akhir kata, penulis sampaikan terima kasih kepada semua pihak yang telah turut serta dan berperan langsung dalam penyelesaian buku ini. Penulis juga menyadari bahwa di dalam pembuatan buku ini masih banyak kekurangan, untuk itu penulis menerima saran dan kritik yang sifatnya membangun. Mudah-mudahan buku ini dapat memberikan banyak manfaat
... 5 Dispositions are fundamental to Ennis's conception of critical thinking; 6 dispositions, values, and traits of character are central to Paul's strong sense critical thinking; 7 and habits of mind constitute an important intellectual resource in Bailin, Case, Coombs, and Daniels's conceptualization. 8 And even Perkins, who offers one of the psychological theories of critical thinking criticized by Hyslop-Margison, centers his 1993 account around the concept of dispositions. 9 Indeed, all the virtues Hyslop-Margison describes under the rubric of epistemological virtue are included in the dispositional component of various critical thinking theories. ...
... The third element is the habit of the mind. Bailin, Case, Coombs, and Daniels (1999) stated that habits of mind is a crucial element in which this disposition will help one to optimize their chance to reach the standard to be a critical thinker. In this study, the habit of minds refers to the way someone usually thinks about something in their usual attitudes (Longman Online Dictionary, n.d.). ...
The purpose of this study was to explore whether Advanced Reading, an intensive reading coursebook in advanced level, includes elements of critical thinking, which refers to the skill, disposition, and knowledge. Critical thinking in this study refers to the thinking processes from Thomas and Lok’s (2015) framework. This study adopted a qualitative approach using an evaluation checklist adapted from Thomas and Lok (2015). A deductive content analysis was used to explore the manifestation of critical thinking in the coursebook. A total of 6 units were analyzed in this study using a framework of critical thinking in higher education. The content analysis revealed that the Advanced Reading comprised all the critical thinking aspects in the framework. These included critical thinking skills, dispositions, and knowledge which were elaborated in the coursebook in the form of texts, activities, and tasks. Future researchers are encouraged to investigate the other level of intensive reading coursebooks in order to add more comprehensive explanation in the scholarship of critical thinking and textbook writings. Keywords: critical thinking; coursebook evaluation; Advanced Reading coursebook Abstrak: Tujuan penelitian ini adalah untuk mengeksplorasi apakah buku Advanced Reading telah memuat elemen berpikir kritis yang mengacu pada keterampilan, perilaku, dan pengetahuan. Advanced Reading merupakan salah satu buku yang digunakan di kelas membaca intensif tingkat mahir. Berpikir kritis yang dimaksud dalam penelitian ini mengacu pada kerangka berpikir Thomas dan Lok (2015) yang meliputi aspek pengetahuan, aspek keterampilan, dan aspek perilaku. Metode konten analisis digunakan untuk mengeksplorasi keberadaan elemen berpikir kritis dalam buku Advanced Reading sebagai sumber data. Jumlah bab yang diteliti dalam studi ini adalah sebanyak 6 unit. Data yang berupa materi di dalam buku tersebut kemudian dianalisis menggunakan sebuah kerangka berpikir yang mengacu pada standar berpikir kritis di tingkat perguruan tinggi. Kerangka berpikir tersebut adalah milik Thomas dan Lok (2015). Dari hasil analisis konten, didapatkan hasil bahwa Advanced Reading mencakup seluruh aspek yang menjadi standar dalam kerangka berpikir Thomas dan Lok. Hal tersebut meliputi aspek kemampuan, sikap, dan pengetahuan Penelitian lebih lanjut diperlukan untuk menginvestigasi buku dalam kelas membaca intensif dengan level yang berbeda. Kata kunci: berpikir kritis, evaluasi buku, buku Advanced Reading
... skills. High critical thinking skills make a person acquire intellectual resources such as background knowledge, operational knowledge of appropriate standards, key concepts, practical heuristic thinking, and good thinking habits (Bailin et al., 1999). Critical thinking skills are not a new concept. ...
Media has a significant role in achieving learning objectives, including critical thinking skills. This study develops Augmented Reality-based physics learning media to improve students’ critical thinking skills in XI class of senior high schools on optical instruments. This is Research and Development (RD) through the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The study was conducted with a small-scale trial of 30 students of XI class MIPA 1 MAN Demak. The instruments used were expert validation sheets, teacher and student response sheets, and pre-test and post-test questions for students’ critical thinking skills. The product feasibility test is carried out based on the validation results of media and material experts. N-gain test is used to determine the improvement of students’ critical thinking skills. The feasibility test results show that Augmented Reality-based learning media on optical instruments is feasible, with a feasibility score percentage of 78.79% (valid) based on media experts and 90% (very valid) based on material experts. The learning media received an excellent response from the physics teacher with an average score of 4.27 (very good) and 4.28 (very good) from the students. The use of physics learning media has increased students' critical thinking skills, based on the N-gain test results of 0.415 with moderate improvement criteria. Augmented Reality-based learning media can be applied to improve students' critical thinking skills.
... Wang, 2017;Heft & Scharff, 2017;Mulnix, 2012), with significant debate about the definition, research on how best to teach critical thinking, and various assessment strategies to illustrate the development of CT skills. Lewis and Smith (1993) described higher-order thinking as an overarching concept that includes problem solving as well as critical and creative thinking, while Bailin et al. (1999) suggested that problem solving could be visualized as an arena where both creative and critical thinking occur. Paul and Elder (2008) defined creative thinking as a process of creating and critical thinking as a process of evaluating. ...
The Scholarship of Teaching and Learning is uniquely poised to address one of the greatest challenges in the “post-truth” era through catalyzing conversations that promote the effective development of critical thinking skills necessary for identifying and avoiding conspiracy theories. An interdisciplinary team of scientists, science communicators, public health nurses and educators has designed case studies, modules and activities that are curriculum-based for use in kindergarten to grade 12 classes to promote vaccine safety. Two serendipitous outcomes from this Building Resistance to Vaccine Misinformation program included: i) significant learning experiences for everyone in our team about the other disciplines, and ii) that the research assistants articulated their own emerging professional identities. Once this program receives ethics approval, we will work with education programs to beta-test the case studies, modules and activities then assess the impacts of this program through pre and post experience questionnaires and journaling.
... Some areas can be targeted to identify essential skills and abilities, such as inductive and deductive reasoning, decision making, problem-solving or the need to ask and answer clarifying questions (Ennis, 1985, Facione, 1990, Paul, 1990. Researchers also agree that in addition to specific abilities, critical thinking requires certain dispositions of the thinker (Bailin et al., 1999;Ennis, 1985Ennis, , 1991Ennis, , 1996Facione, 1990, Paul, 1990. The most frequently cited dispositions are openness, fairness, a willingness to seek reason, curiosity, flexibility and respect for the opinions of others. ...
... From Smith (1977): three factors were the teachers with positive relationship to students' critical thinking: 1) complementing, enhancing, and supporting students' thoughts; 2) the amount of students' interaction; and 3) the quantity and level of the cognitive intellect of students. Bailin et al. (1999) also propose three components leading to the development of critical thinking: 1) engaging students in tasks or activities that require the skills of judgment or assessment; 2) helping students develop intellectual resources (e.g. knowledge of critical thinking principles; the disposition or habit of minds to use critical thinking skills) for dealing with these tasks; and 3) providing a favourable environment valuable to critical thinking and encouraging students to think critically, as supported by the study of Mathews and Lowe (2011), which concludes the attributes affecting learning management are the integration of critical thinking in each subject, providing an opportunity for students to practise each skill inclusive of decision-making in class and creating a learning atmosphere that will safeguard the students' minds. ...
... This explanation emphasizes how important critical thinking skills are for undergraduate students. Critical thinking is defined as the ability to interpret, analyze, evaluate, infer, explain and self-regulate (Bailin et al., 1999). Critical thinking skills must be developed for students to be competitive in the 21st century and to be involved in solving basic epistemological problems {Arafah, 2021; Hammer, 2000;Kuhn & Park, 2005;Żyluk et al., 2018). ...
The work aimed to designate the level of the epistemological understanding of physics, the student’s critical thinking skills and to analyse the direct effect of the epistemological understanding of physics on students' critical thinking skills. This research is ex-post-facto research. The samples were 61 final year students. The instrument used for the epistemological understanding of physics adopts the instrument form of the epistemological understanding assessment and standardised epistemological understanding assessment. The instruments used have been validated theoretically and empirically. Data were processed with SPSS V22.0 and Analysis of Moment Structure (AMOS) V24.0 software. The results show that students’ understanding of physics epistemological and critical thinking skills are in the medium category. The students' understanding of physics epistemology has a positive and significant effect on critical thinking skills. These findings can be used to develop appropriate physics learning resources. Keywords: AMOS V22.0, critical thinking, epistemological understanding, ex-post-facto, learning, physics
... Instead, critical thinking aims to provide people with practices that contribute to the society and education with the improvement of knowledge. Moreover, critical thinkers autonomously apply intellectual standards to their elements of reasoning to develop intellectual traits (Bailin, Case, & Daniels, 1999). ...
Encouraging critical thinking (CT) in the EFL classroom is something that every professional in the educational field should be responsible for. The aim of this paper was to make an analysis of different studies on the topic. The methodology used was based on a descriptive study through the analysis of several primary sources such as research papers on the topic that have been published in scientific journals, books, records of or- ganizations, among others. These sources lead to the identification of important elements in a lesson plan for critical thinking: elements of thought, intellectual standards and intellectual traits. Writing good learning objectives is just as important as selecting effective activities and determining ideal assessments to facilitate that teachers and students perceive what is to be achieved in the class and how. Aligning the tenets of critical thin- king when planning a lesson promotes real learning in our students through the achievement of effective learning outcomes. In conclusion, critical thinking skills need to be developed on a daily basis rather than as a part of isolated lessons that uncommonly take place.
... Content-based Instruction refers to the model of language teaching based on a certain discipline or subject content; the combination of language acquisition and knowledge learning is the core of the model: the learning process enables students to acquire knowledge on certain subjects, promote cognitive ability, and improve their linguistic competence as well (Mohn 1986, Yang Dexiang and Zhao Yongping 2011). Bailin et al. (1999) also put forward the perspective that thinking training should be combined with knowledge acquisition. They believe that students should be assigned tasks that involve reasoning and evaluation. ...
Critical thinking is commonly acknowledged as one of the primal abilities in a Business English graduates. The problem of “deficient critical thinking ability” in foreign language majors has long plagued professionals in college foreign language teaching. Skill-based language courses that constitute the majority of the English curriculum are the root. However, Business English major can effectively overcome the problem because of its advantages in integrating language-skill training into business-knowledge learning. Teachers of Business English skill courses should convert teaching philosophy and methods, and transform the skill-based courses into knowledge- and critical-thinking-oriented training courses. This will ultimately help realize mutual promotion of language capacities and critical thinking ability in Business English majors.
... While CT has been seen as a key competence that students should acquire in school, and this has been promoted in many countries' curricula, it is still unclear how this should be included in different subjects. Several researchers suggest that CT should be prompted within the context of different subjects and that knowledge of a subject is necessary for CT (Bailin et al., 1999;Willingham, 2008). Furthermore, CT should be considered a core feature of science teaching (Bailin, 2002;Sadler et al., 2002), given that it constitutes a central feature of the nature of science (Yacoubian, 2020). ...
Kritisk tenking (KT) er beskrevet internasjonalt som en sentral kompetanse elever må tilegne seg og det er også inkludert i den norske læreplanen. Forskere fra ulike fagtradisjoner definerer KT noe ulikt, men de er enige om at KT involverer både kognitive ferdigheter og disposisjoner. I denne studien har vi undersøkt hvordan ulike aspekter ved KT kommer til uttrykk i overordnet del av læreplanen og i naturfagplanen i LK20. I tillegg til ferdigheter, disposisjoner og kunnskapsdimensjonen ved KT, inkluderte vi etiske, kulturelle og samfunnsmessige dimensjoner for å bygge et helhetlig syn på KT. Disse kategoriene ble brukt som retningslinjer når vi analyserte læreplanen. Fra våre resultater kan vi konkludere med at det er få referanser til KT i overordnet del og i læreplanen i naturfag. Formuleringer om KT i læreplantekstene er både vage og knappe, noe som er uheldig fordi vi vet at mange lærere mangler forståelse for hva KT faktisk innebærer, og de føler seg ofte uforberedte til å undervise i KT. For å støtte lærere foreslår vi at alle aspekter knyttet til KT bør utdypes og konkretiseres i læreplanen.
... The primary purpose of content analysis is to "put together similar data within the framework of certain concepts and themes" (Yıldırım & Şimşek 2005, p. 227) by organizing them in a way that readers can understand. In the analyzing process, the research on critical thinking was investigated, and the characteristics of individuals who think critically were determined, and these features were recorded as preliminary themes before the study (Bailin et al., 1999, Crow, 1989, Ennis, 1985, Facione 1990, 2000. Specified initial themes are given in Table 2. ...
... The other characteristic these studies share is that the treatment is implemented within an existing course. Supporting our interpretation, it is claimed that a collaborative or cooperative learning environment fosters CT (Bailin et al., 1999;Bonk & Smith, 1998;Paul, 1992;Thayer-Bacon, 2000). In their review, Pithers and Soden (2000) report the consensus among scholars about the effectiveness of learning environments in which learners construct and reflect on their learning, as well as develop metacognitive knowledge and skills. ...
The purpose of this paper is to analyze the research literature on Turkish pre-service teachers’ critical thinking skills (CTS) and critical thinking dispositions (CTD) to identify the major knowledge claims and areas of further research. In this systematic review study, we examined both quantitative and qualitative studies conducted between 2010-2020 years in Turkey. The educational research regarding Turkish pre-service teachers’ CTS and CTD was investigated in electronic national and international databases including ERIC and TR Dizin. Considering our inclusion criteria, we included 88 studies in our review. Firstly, we completed descriptive analysis of the selected studies. Then, we analyzed their content. The descriptive analysis showed that quantitative research designs dominate the field. These studies report low-level of CTS of the participants. On the other hand, we presented our thematic analysis under two main themes: traditional perspectives and critical perspectives. We conclude that in the realm of traditional approaches, a few studies adopt a critical stand. Such a perspective, we argue, downgrades CT into a set of generic skills and neglects contextual and individual differences. It further diverges pre-service teachers from their roles as critical educators who actively participate in transformation of their society.
... Dewey's thinking has since largely become a starting point by many prominent theorists in education over the decades (e.g. Bailin et al. 1999;Davies and Barnett 2015;Ennis 1989;Facione 1990;Moore 2013;Scheffler 1973;Siegel 1988;Stanovich and Stanovich 2010) to articulate various dimensions and components of critical thinking (Pettersson 2020). It is beyond the scope of this article to provide a comprehensive literature review of this enormous literature that spans across several disciplines. ...
This article argues that paying attention to affect offers new theoretical insights into critical thinking and reflexivity that deepen scholarly understandings of the entanglement between ‘thinking-feeling’ in higher education pedagogies. In particular, this article brings together the literatures on affect theory and critical thinking in higher education to make a contribution to the analysis and sorting through of various conceptions about critical thinking in higher education, and to figure out how those conceptions operate in affective ways. It is suggested that a more refined understanding of the role of affective thinking in higher education can provide new political openings for negotiating sensitive and controversial socio-political issues in universities. To illustrate the potential of this theoretical contribution, this article discusses a concrete example that concerns how students may engage in and respond to political activism involving the colonial legacies of western universities.
... Critical thinking involves contextual tasks and problems (Bailin, 1999). Critical thinking is categorized as higher-order thinking consisting of six main indicators: interpretation, analysis, evaluation, inference, clarity, and self-regulation (Facione, 1990). ...
The goals of this article are three-pronged. The first is to consider the perspectives and insights collectively offered by the four contributions to this special issue dealing with higher-order, critical, and critical-analytic thinking. The second is to build on the content of those contributions and on the literature from philosophy and educational psychology to establish meaningful distinctions among higher-order, critical, and critical-analytic thinking. Those distinctions are then used to map the relative position of these three forms of mental engagement within the realm of “valued” thinking. Valued thinking is an omnibus label for reflective and intentional thinking prized over reactive or intuitive thinking. Third, this treatise sets forth cautions for those seeking to navigate the realm of valued thinking or to guide others toward that destination.
Critical thinking and effective communication are among the top skills necessary for developing a resilient future workforce across professional areas. Recent world events have led to an increase in the demand for these skills in disaster and emergency management professions, especially those in and adjacent to the aviation industry. As such, the importance of higher education settings in teaching the skills needed to equip the workforce to face future challenges cannot be overstated. However, there are gaps in how these skills are taught in higher education to meet the needs of aviation employers seeking disaster and emergency professionals. This paper introduces an interdisciplinary general education course in the ERAU-W COAS on critical thinking and coordination in emergencies and disasters as a strategy to address these gaps. This direct approach involves teaching selected red teaming techniques, asking essential thinking questions, and applying effective communication tools in coordination with professional organizations. Improving these skills in higher education will support workforce development for aviation and other industries at the forefront of human innovation, security, and resilience.
https://commons.erau.edu/ntas/2022/presentation/37/
The main focus of this study was the lowerness of critical thinking ability in PAI students. One strategy that can be implemented to improve PAI students’ critical thinking ability is Synectic Learning. In the learning process, the student’s face with an out of mind problems, give a chance to create a new way when look something, self expression, and approach the problems. The aim of this study was to dercribe the effect of synectic learning through the improving critical thingking ability in PAI students. This study used quasy-experimental design with the non equivalent control group. The students in experimental group have synectic learning while the students in control group have conventional learning. The population of this study was the S1 PAI students in second semester academic year 2020/2021. The sample taking in this study was done with use purposive sample technique. Among 5 grades, e grade was choosen as the reaserch sample they are grade E as experimentl group and grade D as control group. This study used the critical thinking ability test and observation sheet instruments. The data from pretest and posttest result was analyzed quantitatively to find the mean difference of the gain of students’ critical thinking ability in experimental and control groups. According to the data analysis results obtain that the average of normalized-gain experimental group with synectic learning was significantly better than that the average of normalized-gain control group with conventional learning. Keywords: synectic learning; critical thinking ability;PAI students AbstrakFokus utama penelitian ini adalah rendahnya kemampuan berpikir kritis mahasiswa PAI. Salah satu strategi yang dapat diterapkan untuk meningkatkan kemampuan berpikir kritis mahasiswa PAI adalah dengan menerapkan pembelajaran Sinektik. Dalam proses pembelajaran, mahasiswa dihadapkan pada masalah yang tidak masuk akal, memberikan kesempatan menciptakan cara baru dalam memandang sesuatu, mengekspresikan diri, dan mendekati permasalahan. Tujuan penelitian ini adalah untuk mendeskripsikan pengaruh pembelajaran sinektik terhadap peningkatan kemampuan berpikir kritis mahasiswa PAI. Penelitian ini menggunakan desain quasi-experimental dengan kelompok kontrol tidak ekivalen. Mahasiswa kelompok eksperimen mendapat pembelajaran sinektik sedangkan mahasiswa kelompok kontrol mendapat pembelajaran konvensional. Populasi penelitian ini adalah mahasiswa PAI S1 semester II tahun ajaran 2020/2021. Pengambilan sampel dalam penelitian ini dilakukan dengan menggunakan teknik purposive sample. Dari lima kelas yang ada, terpilih dua kelas sebagai sampel penelitian yaitu kelas E sebagai kelompok eksperimen dan kelas D sebagai kelompok kontrol. Penelitian ini menggunakan instrumen tes kemampuan berpikir kritis dan lembar observasi. Data hasil pretes dan postes dianalisis secara kuantitatif untuk mengetahui perbedaan rerata peningkatan kemampuan berpikir kritis mahasiswa kelompok eksperimen dan kelompok kontrol. Berdasarkan hasil analisis data diperoleh bahwa rata-rata gain ternormalisasi kelas eksperimen dengan pembelajaran sinektik lebih baik secara signifikan daripada rata-rata gain ternormalisasi untuk kelas kontrol yang mendapat pembelajaran konvensional. Kata Kunci: Pembelajaran sinektik, kemampuan berpikir kritis, mahasiswa PAI
This study focuses on the effect of using postmodern tale films, which are based on the transformation of a text and enable multiple reading, as an educational tool on critical thinking and media literacy skills. In the study, which was structured as an embedded mixed design in order to achieve this aim, qualitative data were embedded in the experimental intervention and it was aimed that one data type play a supporting role for the other. The study group consists of 43 students studying at the 7th grade in an official secondary school in the province of Mus, in the fall semester of the 2021-2022 academic year. During the 8-week application period, while activities designed with media contents including the transformation of tales were practiced in the experimental group (n=21), activities in the current Turkish textbook were practiced in the control group (n=22). In this period, “critical thinking skills test” developed by Eğmir and Ocak (2016), “media literacy scale sensitive to entertainment purpose” developed by the authors, semi-structured interview forms, and semi-structured observation form were used as data collection tools. It was concluded that the application designed with activities in which media contents containing tale transformations were used made a significant difference in favor of the experimental group on critical thinking and media literacy skills of students. In addition to this, observations made during these activities and products created by students showed that reflective and creative thinking skills were also positively affected in relation to critical thinking and media literacy skills. Quantitative data showing the results of these effects are supported by qualitative data helping to understand in which direction and how these effects occur.
Sekolah Menengah Kejuruan merpakan sarana yang disiapkan untuk peserta didik dalam menuju lingkungan pekerjaan yang profesional sesuai dengan bidang keahliannya. Dalam upaya untuk mencapai tujuan tersebut maka pembelajaran yang berkualitas dibutuhkan guna meningkatkan kemampuan siswa. Berdasarkan pengamatan yang dilakukan di SMK N 6 Malang bahwasanya siswa kurang berkompeten dalam memahami materi sistem rem konvesional serta kurangnya tingkat berfikir kritis siswa. Tujuan penelitian ini adalah untuk mengetahui pengaruh hasil belajar dan kemampuan berfikir kritis siswa antara yang menggunakan model pembelajaran kooperatif tipe Think Talk Write secara daring sebagai eksperimen dan Student Team Achievement Division secara daring sebagai kontrol. Rancangan peneliitian ini menggunakan model posstest control group design only. Pengujian data dalam penelitian ini digunakan uji T (2-tailed) dengan taraf signifikansi sebesar 0,05. Hasil penelitian menggunakan uji T pada hasil belajar siswa di dapatkan nilai Sig. (2-Taiiled) 0,010 < 0,05 yang berarti bahwa ada perbedaan yang signifikan data hasil belajar yaitu nilai posttest antara kelas eksperimen dengan hasil belajar kelas control. Sementara pada kemampuan berfikir kritis didapatkan nilai Sig. (2-Tailed) 0,010 < 0,05 yang berarti bahwa ada perbedaan yang signifikan data kemampuan berfikir kritis yaitu nilai posttest antara kelas eksperimen dengan kemampuan berfikir kritis siswa kelas kontrol.
Higher-order thinking skills have become one of the most current and essential issues in educational research and attracted researchers' attention. The present study aimed to investigate the mediating role of metacognitive awareness in the relationship between self-regulation and critical thinking. The sample consisted of 460 teacher candidates, and the data collection tools were the Self–regulation Inventory, the Critical Thinking Standards Scale and the Metacognitive Awareness Inventory. The data were collected through an online survey platform, and mediation analyses were conducted to test the mediating role of metacognitive awareness in the relationship between critical thinking and self-regulation behaviors. The results revealed that these constructs were significantly related to each other, and metacognitive awareness was found as a partial mediator variable between self-regulation and critical thinking. Based on these results, it can be concluded that these constructs have a complex structure that needs to be investigated in future studies. The results of the current study suggest that the constructs of self-regulation and metacognitive awareness should be taken into consideration to enhance individuals' critical thinking skills.
This paper reviewed and assessed the impact of using critical thinking in teaching programming languages
Adoption in the Sudanese Higher Educational Institutes in Khartoum state, Sudan from the instructors’ point of view and/or
perceptions. Moreover, the paper presented the roles and reasons for adopting critical thinking including the challenges
and issues faced by the instructors.
This paper used descriptive statistics and theoretical analysis approaches for collecting and analyzing the data. The
investigation was based on a qualitative and quantitative design using questionnaires and semi-structured interviews. The
research questionnaires were distributed to four hundred (400) possible respondents over ten (10) selected Sudanese Higher
Educational Institutes (SHEI) in Khartoum State with only two hundred fifty-five (255) usable questionnaires, yielding a
response rate of sixty-three percent (63%). Questionnaires focused on the five (5) measures elements of critical thinking
(CRE) namely: analyzing, information seeking, logical reasoning, determining relevance, and research.
The results of the analysis of the variance between the five (5) independent variables of the (CRE) and the status of the
(SHIE) showed that the measures of elements were not fully implemented in teaching programming language techniques in
the Sudanese Higher Educational Institutes in Khartoum state, Sudan. Thus, it is recommended that the elements be fully
incorporated in the design of the Critical Thinking Adoption (CRA) in teaching programming language techniques before
it is provided to the students and stakeholders.
An increasing number of Chinese students are now studying abroad in western universities, and there is a widespread concern among western academics that Chinese students are not trained to have a critical mind. However, there is little empirical evidence so far as to whether this is actually the case. This paper presents the results of a systematic review of international studies that compare the critical thinking of Chinese students with students of other nationalities. A search of eight social science databases supplemented by other sources found 15 studies that met pre-specified inclusion criteria. Nine of these focused on students’ critical thinking skills, but their results were mixed. There is no evidence to support the claim that Chinese students have higher or lower critical thinking skills than other students. The research in this area is weak. Five studies on critical thinking dispositions suggest that Chinese students were less disposed to critical thinking, which is not the same as being weak in critical thinking. Only one study was about critical thinking style, indicating that Chinese students are better at information-seeking than peers in other countries. All studies were small-scale using weak designs. These findings suggest that the critical thinking of Chinese students is under-studied, and therefore, more robust, larger-scale experimental studies are needed.
The cultivation of critical thinking in undergraduates is crucial for teaching in higher education. Although scholars have defined critical thinking in various ways, limited study about critical thinking from the learner’s perspective. In this phenomenographic research, we collect essays written by 80 Chinese undergraduates with multiple disciplinary backgrounds to reveal their understandings of critical thinking. Four conceptions of critical thinking were found, namely critical thinking as query and reflection on the irrationality of things (Conception 1); an objective and comprehensive understanding of things (Conception 2); independent thinking with innovation (Conception 3), as well as a willingness and attitude (Conception 4). Further analysis in the light of the referential-structural framework helps to construct a hierarchical relationship between different conceptions, with Conception 1 the least complex and Conception 3 the most complex. While Conceptions 1–3 are skill-oriented, Conception 4 is deposition-oriented, and there is no hierarchical relationship between the two groups of conceptions. They deal with different dimensions of critical thinking. University lecturers can use these findings to help equip undergraduates with deepened conceptions of critical thinking in their daily routine teaching.
Pričujoče delo obširno in poglobljeno pojasnjuje fenomen spodbujanja razvoja kritičnega mišljenja v vzgojno izobraževalni praksi. Odgovarja na vprašanje o tem, kako razumeti kritično mišljenje, kako kritično mišljenje merimo ter predstavi, tako teoretsko kot na primerih, različne strategije in metode poučevanja kritičnega mišljenja.
Obsega šest poglavij: Znanstveni pogledi na kritično mišljenje, Modeli veščin kritičnega mišljenja, Subjektivna pojmovanja kritičnega mišljenja, Merjenje veščin kritičnega mišljenja, Poučevanje kritičnega mišljenja, Raziskave o kritičnem mišljenju.
The first purpose of this systematic review is to describe how empirical studies on the applications of the 5E instructional model are distributed according to certain variables. The second purpose is to determine how the 5E model has shown a trend in empirical studies in the transition from inquiry-based teaching to STEM education over the years within the scope of learning outcomes of the 5E model. A total of 74 empirical articles out of the 201 obtained from the initial search with the keyword ‘5E model’ in the Web of Science (WoS) and Education Resources Information Center (ERIC) databases were subjected to descriptive and content analysis. The outstanding conclusion from the synthesis of these empirical studies in which the 5E model was implemented is that the 5E model, which has had a broad impact for a long time, focused on its effects on sublevel thinking levels of Bloom's taxonomy (knowledge, understand), and its effects on higher-order thinking levels, which have a crucial place in science education, are overshadowed. Based on these results, a ‘skill-based STEM instructional model’ with an activity set prepared by the model has been proposed in this study concerning 21-st century skills based on the 5E model.
The main objective of this study is to examine teachers’ perceptions of their approach to help learners to develop critical thinking and consistency of their classroom practices with their perceptions. The study was conducted with Moroccan primary school teachers, and to achieve our goal, data in the form of class observation and interviews were collected. A total of 13 teachers were observed during their classroom work and were interviewed. The findings revealed that science teachers are not familiar with the concept of critical thinking. The majority seem to lack a clear and adequate understanding of critical thinking or the needed requirements to develop students’ critical thinking skills and competencies. In addition, observations have shown that little initiatives are left to students, who are above all expected to reproduce a sequence of steps or actions in a certain order, without prior reflection and without necessarily having understood them. Teachers did not give the impression to understand the requirements for cultivating critical thinking in students. As a result, teachers should practice to coach, scaffold, and facilitate the integration of critical thinking into their style of teaching.
In this paper we outline the research which highlights the issues of curriculum integrative strata. We show how the integrative design of curriculum provides its special organization in terms of both statics and dynamics. We also suggest that integration of elements within the curriculum of the course in foreign languages for future engineers can be implemented according to several directions: a) multidimensional mastering of the content of education, that is, the possibility of forming communicative competence within a certain system of academic disciplines; b) the presence of interrelated disciplinary cycles, repeated further at a more complex level; c) reliance in teaching on interdisciplinary connections and several integrated syllabi and special courses; and d) solving general educational problems within the disciplines of all taught complex of academic subjects. In the paper we prove that in order to achieve the qualities of integrity, continuity and consistency of the curriculum, the integration of its elements can be carried out by using four main strategies: fusion, insertion, correlation and harmonization. Then we present an illustrative study from IT engineering department. The study was carried out in January-May 2019. Students of both control and experimental groups dealt with the same subject area, but they were involved in different curriculum modes, which supposed different target skills orientation, learning material and techniques. The conclusions on the effectiveness of integrative educational curriculum were made on the basis of the result analysis, performed after initial, intermediate, and final stages of the experiment.KeywordsIntegrative design of curriculumStudy of foreign languagesCommunicative competence formationInterdisciplinary course connections
Several studies suggest that graduates lack the critical thinking skills required for problem-solving and effective financial decision-making in the hospitality industry. Since higher education may not be able to meet all the demands and needs of the hospitality industry; such institutions struggle to provide students with the necessary critical thinking skills. Authentic assessment is one possible strategy, which is recognized, to develop critical thinking skills amongst hospitality graduates. Hence, the purpose of this research is to explore to what extent authentic assessment enables critical thinking skills amongst first-year students in hospitality financial management. This article employed a qualitative case study research design within an interpretative lens. Twenty-four, first-year, hospitality financial management students, were purposively engaged in online reflections and semi-structured interviews. The findings of the study presented three themes that resonate with the critical thinking frameworks. ARTICLE HISTORY
These days, teachers and students are coming up with an ever-increasing volume of information which often needs to be properly verified and systematized. Skills that both sides need comprise good orientation in the information flow, ability to highlight the essentials, and the skill to verify facts. In this regard, critical thinking formation stands out as a crucial step to be made in teaching students, especially in terms of nonlinguistic faculty context.Considering this problem, one should clearly understand what these skills represent as a social-linguistic phenomenon. The second task to be solved is observing techniques developed for successful achievement of a set goal. Next is studying modern teaching materials elaborated for practical implementation of existing techniques in classroom environment. The following step is designing authentic questionnaire adapted for a given context in order to learn the students’ feedback on critical thinking skills formation. Finally, it is necessary to bring to practice what has been learned through theory and field research in the form of a series of various classroom activities.Critical thinking as an independent discipline included in the curriculum of a higher educational institution has already become a norm being characteristic of most foreign colleges as well as leading Russian academic establishments. Among the factors decreasing its outcome are large groups of students, rare classes, and limited courses. Striving for success in given conditions can only be beneficial if grounded on introducing project-based activities suggesting group involvement and rooted in genuinely creative interpretation of the suggested task.KeywordsCritical thinkingNonlinguistic UniversityAnalysisInformationCommunicative competence
p>This study investigates conceptions and pedagogical practices of critical thinking skill in the L2 literature classroom in the Thai university. An ethnographic case study was conducted to explore teachers' conceptions and expectations of critical thinking, to identify how teachers' pedagogical practices promote students' critical thinking skills and to what extent they are successful, and lastly to examine Thai students' capacity to think critically in L2 literature course and their awareness of their own capacity. Three kinds of research methods were employed: interview, observation, and document analysis. The findings from the lecturers' interview reveal that all of the interviewees positively respond to the importance of critical thinking and express their expectation towards levels of critical thinking that they would like to see by the end of the students' study in different levels such as application, analysis, synthesis, and evaluation. According to the students' interview, many definitions of critical thinking, which reflect the abilities in three levels of critical thinking skill: comprehension, application, and analysis, are offered. The students are also aware of their own capacity to think critically. They are able to evaluate their own critical thinking ability which ranged from a low to a high level. The findings from classroom observation reveal three activities implemented in two observed literature classes that are relevant to the students', development of critical thinking: lecturing, group discussion, and student presentations. The analysis of the students' written exams in two literature courses reveal that to various extent, the students demonstrate their critical thinking skill in many different levels such as knowledge, comprehension, application, analysis, evaluation, and synthesis.</p
To form critical citizens, it is crucial to thoroughly integrate critical thinking into school curricula. Despite this, there is no consensus among teachers about what the concept entails or how they should be trained to put it into practice, especially in primary education. Therefore, using a qualitative research method, the study's main aim is to identify how primary school teachers perceive the concept of critical thinking and what aspects within their professionalisation as teachers contribute to fostering pupils' critical thinking in classroom practice. Twenty-one teachers working in three European Schools in Brussels (Belgium) were questioned through semi-structured interviews. A thematic analysis was conducted to identify, analyse and report on key themes. The results show that teachers consider the mapping of reasoning, group discussion, and active learning as practices that promote critical thinking among pupils. However, respondents indicate that despite previous exposure to the concept through project-based learning and 'Philosophy for Children', they still need support through peer learning and exchanges of best practices to fully promote critical thinking among pupils.
Technology should be aligned with our values. We make the case that attempts to align emerging technologies with our values should reflect critically on these values. Critical thinking seems like a natural starting point for the critical assessment of our values. However, extant conceptualizations of critical thinking carve out no space for the critical scrutiny of values. We will argue that we need critical thinking that focuses on values instead of taking them as unexamined starting points. In order to play a crucial role in helping to align values and technology, critical thinking needs to be modified and refocused on values. Here, we outline what value-centred critical thinking could look like.
Over the last 15 or so years, design – as a practice – has become something one does in the public sector, a methodology one might deploy in pursuing the aims of the state. This thesis is an investigation of how and why design has become relevant to, and enmeshed within, government. I identify a rapidly emerging ‘apparatus’ (an assemblage of discourse, practices, knowledge, institutions, subjects, and objects) of design for government, and dissect it to see how it works, and what it functions to achieve.
To do this, the thesis makes use of data accumulated during several years of professional practice in this field in the UK from 2008 to 2017 (from the point at which I entered the field, to the point at which I temporarily left in order to focus on research), and with a particular focus on design projects undertaken from 2015-2017 while working for a design agency. This insider perspective is contrasted with a discourse analysis of the dominant narratives accounting for the development of the field. The methodology thus combines auto-ethnography with a ‘Foucauldian’ theoretical toolkit of discourse, technologies, practices and objects/ subjects. Building on studies that critically examine the construction of discursive formations, epistemic communities, disciplinary apparatuses, and regimes of practices, the thesis breaks away from an instrumental mode of researching and conceptualising design.
The original contribution of the thesis is, first, in treating design as a contingent, mobile, and discursively constructed idea through methodologically blending an insider ethnography of design with a theoretical account based in governmentality. And, second, through investigating and countering many of the existing claims made in design research for this practice and its instrumental value to the public sector.
The study finds that ‘design’ in such a context has been discursively and practically re-modelled and deployed to respond to, and align with, a dominant political dogma about the necessity of reforming the machinery of state to become more innovative. The popular claims made for the value and effectiveness of ‘design for government’ do not adequately capture its observable mechanisms and effects: ‘performances of change’ divert attention from the lack of it, users are not understood but invented, and, far from being innovative, the technologies of ‘design for government’ mainly reproduce the logics and ideologies coursing through its environment. Its most substantive achievement is the production of itself as a field of knowledge and practice, through the continual recruitment of new acolytes. In this way, the apparatus of ‘design for government’ can be said to have profound governmental effects. Not only – or even primarily – on the ‘end user’, but on the designers and civil servants re-modelling their professional selves in its image, and it does this predominantly via a positive strategy of seduction. Overall, the apparatus functions to achieve an embodiment of the political-managerial critique of bureaucracy, an ever-expanding market for design and those calling themselves designers, and the colonisation of yet another domain by the contemporary mythology that is design.
Teaching Critical Thinking in the "Strong" Sense: A Focus On Self-Deception, World Views, and a Dialectical Mode of Analysis
The author synthesizes and examines three philosophical models of teaching and suggests new criteria for assessing the purposes of education.
The development of the college curriculum to include instruction in critical thinking is discussed, including the issue of discipline-specificity versus topic-specificity, defining general principles of critical thinking, transfer of principles, and inclusion of critical thinking at lower educational levels. (MSE)
discussion of why intelligence is composed of more than what typical intelligence tests measure
describes ten typical fallacies that underlie many training programs for intellectual skills
describes his program for teaching intellectual skills, "Intelligence Applied" / this program . . . seeks to train students in the basic processing components of higher order thinking, in applying these processes to relatively novel kinds of tasks and situations, in making these processes automatic in certain instances, and in applying the processes to everyday life / includes a discussion of emotional and motivational blocks to the utilization of intellectual skills (PsycINFO Database Record (c) 2012 APA, all rights reserved)
present a model of the thinking process / characterize the goals for a curriculum designed to teach thinking skills / characterize the skills underlying thinking (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Compilación de artículos referentes al pensamiento crítico, en los que el autor plantea la necesidad de situar al pensamiento crítico en el núcleo de las reformas educativas; la importancia de desarrollar formas de pensamiento y aprendizaje más complejas para enfrentar los retos en un mundo de cambios acelerados y el papel imprescindible que este tipo de habilidades desempeñarán en el desarrollo económico futuro.
has given considerable attention to critical thinking in the context of discussion. His approach to teaching critical thinking focusses on developing a context for discussion which he calls a`community of inquiry
- Lipman
Lipman (1991) has given considerable attention to critical thinking in the context of
discussion. His approach to teaching critical thinking focusses on developing a context
for discussion which he calls a`community of inquiry'.
British Columbia Ministry of Education (1991a, b)
- See
See, for example, British Columbia Ministry of Education (1991a, b).
171) made this point forcefully with his claim that examples are the go-cart of judgement
- Kant
Kant (1933: 171) made this point forcefully with his claim that examples are the go-cart of judgement.
Thinking in the Classroom (Resources for Teachers), V olume Two: Experiences that Enhance Thoughtful L earning
- British Columbia
- Of
- Education
BRITISH COLUMBIA MINISTRY OF EDUCATION (1991b) Thinking in the Classroom (Resources for Teachers), V olume Two: Experiences that Enhance Thoughtful L earning (Victoria, BC: Assessment, Examinations, and Reporting Branch, Ministry of Education and Ministry Responsible for Multiculturalism and Human Rights).
Practical reasoning: what is it? how do we enhance it American Association of Family and Consumer Sciences, Education and Technology Division Philosophical inquiry: conceptual analysis
- J Coombs
- R Coombs
- J R Daniels
COOMBS, J. ' R. (1997) Practical reasoning: what is it? how do we enhance it? In J. F. Laster and R. G. Thomas (eds), Thinking for Ethical Action in Families and Communities, Yearbook 17, American Association of Family and Consumer Sciences, Education and Technology Division (Peoria, IL: Glencoe/McGraw-Hill), 49± 64. COOMBS, J. R. and DANIELS, L. B. (1991) Philosophical inquiry: conceptual analysis. In E. Short (ed.), Forms of Curriculum Inquiry (Albany, NY: State University of New York), 27± 41. ECOTRUST CANADA (1997) Seeing the Ocean Through the Trees: A Conservation-Based Development Strategy for Clayoquot Sound (Vancouver, BC: Ecotrust Canada).
A concept of critical thinking: a proposed basis for research in the teaching and evaluation of critical thinking ability
- R H Ennis
ENNIS, R. H. (1967) A concept of critical thinking: a proposed basis for research in the
teaching and evaluation of critical thinking ability. In B. P. Komisar and C. J. B.
A conception of rational thinking
- R H Ennis
ENNIS, R. H. (1980) A conception of rational thinking. In J. R. Coombs (ed.), Proceedings of
the Philosophy of Education Society 1979 (Normal, IL: The Philosophy of Education
Society), 3± 27.
Critical thinking: a streamlined conception Metacognitive aspects of problem solving
- R Ennis
ENNIS, R. (1991) Critical thinking: a streamlined conception. Teaching Philosophy, 14 (1), 5± 24. FLAVELL, J. H. (1976) Metacognitive aspects of problem solving. In L. B. Resnick (ed.), The Nature of Intelligence (Hillsdale, NJ: Erlbaum), 231± 235. HARE, W. (1979) Open-mindedness and Education (Montreal: McGill-Queen's University Press).
The problem of de® ning critical thinking The Generalizability of Critical Thinking Critique of Pure Reason
- R H Johnson
JOHNSON, R. H. (1992) The problem of de® ning critical thinking. In S. Norris (ed.), The Generalizability of Critical Thinking (New York: Teachers College Press), 38± 53. KANT, I. (1933) Critique of Pure Reason, trans N. K. Smith (London: Macmillan).
Thinking frames: an integrative perspective on teaching cognitive skills
- D N Perkins
PERKINS, D. N. (1987) Thinking frames: an integrative perspective on teaching cognitive skills.
In J. B. Baron and R. J. Sternberg (eds), Teaching Thinking Skills: Theory and Practice
(New York: Freeman), 41± 61.
Educating Reason: Rationality, Critical Thinking, and Education
- H Siegel
SIEGEL, H. (1988) Educating Reason: Rationality, Critical Thinking, and Education (London:
Routledge & Kegan Paul).
Practical reasoning: what is it? how do we enhance it?
- J ' R Coombs
COOMBS, J. ' R. (1997) Practical reasoning: what is it? how do we enhance it? In J. F. Laster and
R. G. Thomas (eds), Thinking for Ethical Action in Families and Communities,
Yearbook 17, American Association of Family and Consumer Sciences, Education
and Technology Division (Peoria, IL: Glencoe/McGraw-Hill), 49± 64.
Metacognitive aspects of problem solving The Nature of
FLAVELL, J. H. (1976) Metacognitive aspects of problem solving. In L. B. Resnick (ed.), The
Nature of Intelligence (Hillsdale, NJ: Erlbaum), 231± 235.
This point is argued fully in
This point is argued fully in Bailin (1987).
Epistemic Dependence and Autonomy in Justi® cation: The Case for Intellectual Autonomy in Schools Doctoral dissertation UK: Penguin)
- M Ryle
ROSS, M. (1994) Epistemic Dependence and Autonomy in Justi® cation: The Case for
Intellectual Autonomy in Schools. Doctoral dissertation, University of British
Columbia, Vancouver, BC.
conceptualizing critical thinking
RYLE, G. (1963) The Concept of Mind (Harmondsworth, UK: Penguin).
) various formulations provide a good example of this approach
- Ennis
Ennis's (1967, 1980, 1985, 1987, 1991) various formulations provide a good example of
this approach.
Seeing the Ocean Through the Trees: A Conservation-Based Development Strategy for Clayoquot Sound
- Ecotrust Canada
ECOTRUST CANADA (1997) Seeing the Ocean Through the Trees: A Conservation-Based
Development Strategy for Clayoquot Sound (Vancouver, BC: Ecotrust Canada).
Critical thinking: a streamlined conception
ENNIS, R. (1991) Critical thinking: a streamlined conception. Teaching Philosophy, 14 (1),
5± 24.
Attitudes, habits of mind, and intellectual virtues have been described in various ways by critical thinking theorists. Paul (1990) has perhaps the most extended discussion of such attributes
Attitudes, habits of mind, and intellectual virtues have been described in various ways
by critical thinking theorists. Paul (1990) has perhaps the most extended discussion of
such attributes. Hare (1979, 1985) has extensive discussions of the centrally important
attitude of open-mindedness.
BRITISH COLUMBIA MINISTRY OF EDUCATION (1991a) Thinking in the Classroom (Resources for Teachers), V olume One: The Context for Thoughtful L earning
- S Bailin
BAILIN, S. (1987) Critical and creative thinking. Informal L ogic, 9 (1), 23± 30.
BRITISH COLUMBIA MINISTRY OF EDUCATION (1991a) Thinking in the Classroom (Resources
for Teachers), V olume One: The Context for Thoughtful L earning (Victoria, BC:
Assessment, Examinations, and Reporting Branch, Ministry of Education and
Ministry Responsible for Multiculturalism and Human Rights).
Assessment, Examinations, and Reporting Branch, Ministry of Education and Ministry Responsible for Multiculturalism and Human Rights)
- British
- Ministry
- Education
BRITISH COLUMBIA MINISTRY OF EDUCATION (1991b) Thinking in the Classroom (Resources
for Teachers), V olume Two: Experiences that Enhance Thoughtful L earning (Victoria,
BC: Assessment, Examinations, and Reporting Branch, Ministry of Education and
Ministry Responsible for Multiculturalism and Human Rights).
Philosophical inquiry: conceptual analysis
- J R Coombs
- L B Daniels
COOMBS, J. R. and DANIELS, L. B. (1991) Philosophical inquiry: conceptual analysis. In
E. Short (ed.), Forms of Curriculum Inquiry (Albany, NY: State University of New
York), 27± 41.
The problem of de® ning critical thinking
- R H Johnson
JOHNSON, R. H. (1992) The problem of de® ning critical thinking. In S. Norris (ed.), The
Generalizability of Critical Thinking (New York: Teachers College Press), 38± 53.
/1998) War in the woods: yesterday and today. British Columbia Historical News
- D S Kennedy
KENNEDY, D. S. (1997/1998) War in the woods: yesterday and today. British Columbia
Historical News, 31 (1), 20± 25.