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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000001532971 | LB1590.3 M49 1986 | Open Access Book | Book | Searching... |
Searching... | 30000001532930 | LB1590.3 M49 1986 | Open Access Book | Book | Searching... |
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Summary
Summary
Chet Meyers shows instructors in all disciplines how to help students develop the skills for applying serious critical thinking to their subjects. He also shows how to inspire in students the intellectual curiosity and desire to understand that motivates rigorous critical thought. Arguing that critical thinking is an integral component of all academic disciplines, he demonstrates why it should be a part of every course and outlines course strategies, ways to conduct classroom discussions, and written assignments that actively promote critical thinking.
Reviews 1
Choice Review
Meyers (Metropolitan State University) holds that critical thinking varies according to the discipline, subject matter, and even the individual thinker. He does not say what critical thinking is. Rather, Meyers proposes that students acquire ``a basic framework for analysis,'' a mental structure for making sense of world, for ``making sense of the materials, issues, and methodologies of a discipline.'' Armed with such a framework, students can organize information, ask questions, formulate judgments, and ``analyze, prioritize, and give structure to their knowledge.'' In addition, Meyers urges students to raise questions, temporarily suspend judgment, and question authority. He encourages students to appreciate mysteries and complexities. Drawing heavily on Piaget's theories, Meyers recommends that teachers of critical thinking carefully structure the information they present, use visual models, give clear, unambiguous writing assignments, and introduce abstract methods only after a knowledge base has been established. Meyers's recommendations can be useful for improving student interest and teaching effectiveness in all disciplines. But despite its title, the book contains little indication of what critical thinking is or how it can be taught. Nothing here for theorists. Strictly for professional educators.-A.W. Hayward, California State University, Long Beach
