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Teaching for Critical Thinking

Teaching for Critical Thinking

Stephen Brookfield
Copyright: © 2020 |Volume: 11 |Issue: 3 |Pages: 21
EISBN13: 9781799806318|ISSN: 2643-7996|EISSN: 2643-8003|DOI: 10.4018/IJAET.2020070101
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MLA

Brookfield, Stephen. "Teaching for Critical Thinking." IJAET vol.11, no.3 2020: pp.1-21. http://doi.org/10.4018/IJAET.2020070101

APA

Brookfield, S. (2020). Teaching for Critical Thinking. International Journal of Adult Education and Technology (IJAET), 11(3), 1-21. http://doi.org/10.4018/IJAET.2020070101

Chicago

Brookfield, Stephen. "Teaching for Critical Thinking," International Journal of Adult Education and Technology (IJAET) 11, no.3: 1-21. http://doi.org/10.4018/IJAET.2020070101

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Abstract

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.

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