Teaching for Critical Thinking

By Stephen Brookfield. International Journal of Adult Vocational Education and Technology, 2011

402 citations recorded by the source corpus.

This article reviews the core process of critical thinking—hunting assumptions—and explains how this process differs according to the context of what is being taught and the different intellectual traditions that inform teachers' own backgrounds. It outlines a basic protocol of critical thinking as a learning process that focuses on uncovering and checking assumptions, exploring alternative perspectives, and taking informed actions as a result. Three different categories of assumptions—paradigmatic, prescriptive, and causal—are defined, and the teaching methods and approaches that most help students to think critically are explored. The chapter examines in detail the fact that critical thinking is best experienced as a social learning process, and how important it is for teachers to model the process for students. The advent of digital technologies brings both urgency and opportunity to teaching for critical thinking.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e7aa2bd83306078d497cf0db62e271989bd9fb46

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Citations in the corpus

The Nature and Development of Critical-Analytic Thinking (2014, background): “indispensable to a democratic society that seeks to promote or protect the welfare of its citizenry (Brookfield 2012).”
Defining and Teaching Evaluative Thinking (2015, methodology): “Promoters of ET should be opportunist about engaging learners in ET processes in a way that builds on and maximizes intrinsic motivation (Bransford, Brown, & Cocking, 1999; Brookfield, 2012; Piaget, 1978; Vygotsky, 1978).”