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Critical thinking

By robert hugh ennis.

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Critical Thinking Dispositions: Their Nature and Assessability

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Critical Thinking 1st Edition

Unique in perspective, this book provides a general approach to critical thinking skills that can be applied to all disciplines. With an emphasis on writing, as well as on deciding what to believe or do, it offers extended discussions, examples, and practice of such skills as observing, making judgments, planning experiments, and developing ideas and alternatives.

• ISBN-10 0133747115
• ISBN-13 978-0133747119
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• Publisher ‏ : ‎ Pearson; 1st edition (September 28, 1995)
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• Item Weight ‏ : ‎ 1.4 pounds
• Dimensions ‏ : ‎ 7.05 x 1.15 x 8.95 inches
• #2,275 in Philosophy (Books)
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Critical thinking assessment

• 1 June 1993
• PDF (opens in a new tab)

A taxonomy of critical thinking dispositions and abilitities

Critical thinking and subject specificity: clarification and needed research.

• 1 April 1989

A Logical Basis for Measuring Critical Thinking Skills.

Critical thinking: a streamlined conception.

• 1 February 1991

A Concept of Critical Thinking.

Philosophy of educational research, critical thinking dispositions: their nature and assessability, critical thinking across the curriculum: a vision.

• 1 March 2018

Evaluating Critical Thinking

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The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities i

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Critical thinking includes the component skills of analyzing arguments, making inferences using inductive or deductive reasoning, judging or evaluating, and making decisions or solving problems. Background knowledge is a necessary but not a sufficient condition for enabling critical thought within a given subject. Critical thinking involves both cognitive skills and dispositions. These dispositions, which can be seen as attitudes or habits of mind, include openand fair-mindedness, inquisitiveness, flexibility, a propensity to seek reason, a desire to be wellinformed, and a respect for and willingness to entertain diverse viewpoints. There are both general-and domain-specific aspects of critical thinking. Empirical research suggests that people begin developing critical thinking competencies at a very young age. Although adults often exhibit deficient reasoning, in theory all people can be taught to think critically. Instructors are urged to provide explicit instruction in critical t...

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Before criticism is justified, an account of the applicable criteria should be given. This task concerns first of all the well-known logical principles of identity, contradiction and the excluded middle. They connect critical thinking to the conceptual element of rationality and to the normed nature of logical thinking, manifest in logically sound (norm-conformative) thinking and antinormative thinking—briefly also accounting for the dialectical tradition. An analysis of these principles requires an understanding of the uniqueness of, and coherence between, the logical and non-logical aspects in the light of contraries like logical-illogical, polite-impolite and frugal-wasteful. It also questions the idea of autonomy and examines the switch from principles to values. When a school of thought does not accept all the logical principles, the criteria for scientific thinking are challenged, for example in intuitionistic logic which rejects the universal validity of the principle of the excluded middle. It is then argued that the principle of sufficient reason and that of the excluded antinomy points at a more than logical foundation for critical thinking and ultimately calls for a non-reductionist ontology.

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Critical Thinking: A Streamlined Conception

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• Robert H. Ennis  

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Critical thinking under that name was inspired by pragmatic philosopher John Dewey (1910) and endorsed by analytic philosopher Max Black (1946). Dewey was revered by the progressive educators, who re-labeled his “reflective thinking” as “critical thinking,” a name I believe they originated and that persists to the present (see Aiken (1942) for a mixture of both terms). Black (1946), insofar as I can determine, wrote the first college text including the words “critical thinking” in the title.

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On the Horizon: the Promise and Power of Higher Order, Critical, and Critical Analytical Thinking

The pros and cons of identifying critical thinking with system 2 processing, “here be dragons” mapping the realm of higher-order, critical, and critical-analytic thinking.

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Ennis, R.H. (2015). Critical Thinking: A Streamlined Conception. In: Davies, M., Barnett, R. (eds) The Palgrave Handbook of Critical Thinking in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137378057_2

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Ennis, R. H. (1987b). A Taxonomy of Critical Thinking Dispositions and Abilities. In J. B. Baron, & R. J. Sternberg (Eds.), Teaching Thinking Skills: Theory and Practice (pp. 9-26). New York: Freeman.

has been cited by the following article:

TITLE: Developing Critical Thinking Skills from Dispositions to Abilities: Mathematics Education from Early Childhood to High School

KEYWORDS: Critical Thinking , Probability , Mathematics , High School , Early Childhood

JOURNAL NAME: Creative Education , Vol.6 No.4 , March 24, 2015

ABSTRACT: In light of the importance of developing critical thinking, and given the scarcity of research on critical thinking in mathematics education in the broader context of higher order thinking skills, we have carried out a research that examined how teaching strategies oriented towards developing higher-order thinking skills influenced students’ critical thinking abilities. The guiding rationale of the work was that such teaching can foster the students’ skills of and dispositions towards critical thinking. In this article, we discuss ways in which critical thinking can be incorporated in mathematics instruction. In particular, we highlight how content taught in the probability strand can intentionally be focused on the development of students’ critical thinking. We report results of a study demonstrating improvement in secondary mathematics students’ dispositions towards critical thinking and abilities to think critically.

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Ennis, R. H. (1996). Critical Thinking. USA : Prentice Hall, Inc

has been cited by the following article:

Development of Learning Device through Problem Based Learning Model Assisted by Geogebra to Improve Students’ Critical Mathematical Thinking Ability

1 Graduate Program School in Mathematics Education, State University of Medan. Jl. Willem Iskandar Psr. V Medan Estate, 20221, Sumatera Utara, Indonesia

2 College Teacher State University of Medan, Jl. Willem Iskandar Psr. V Medan Estate, 20221, Sumatera Utara, Indonesia

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