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It does not make sense to impose some set of critical-thinking skills onto a subject area independent of the content being taught.
In fact, if institutions disseminated essential readings in this area as a sort of primer to get people started, it would be time and money well spent.
With a wider appreciation of the debate, faculty members must then begin to think about thinking within the context of their own disciplines.
Moreover, the metaphor of overlap -- like a Venn diagram -- makes the differences between sets of thinking skills as instructional as the similarities.
So, as thinking skills become explicitly taught in different subjects, the student, proceeding through college, will gather overlapping investigative experiences based on his or her efforts to employ said thinking skills in various courses.
A key question in the debate, therefore, is whether thinking skills can exist independently from discipline-specific content in a meaningful way such that transfer is possible.
Writing on this, Tim John Moore, a senior lecturer at the Swinburne University of Technology in Australia, called this “the generalizabilty debate.” On one side are the generalists, who believe “critical thinking can be distilled down to a finite set of constitutive skills, ones that can be learned in a systematic way and have applicability across all academic disciplines.” Some notable proponents of this position are Robert Ennis, emeritus professor of philosophy of education at the University of Illinois; Peter Facione, former provost at Loyola University of Chicago; and Richard Paul, director of research and professional development at the Center for Critical Thinking.
Again, given the rising cost of education and the increasing accessibility of information, instructors and professors must move beyond being deliverers of content to remain relevant.
Yet, what to do if the research is telling us that teaching GTS is extremely difficult, if not impossible?
“The university seeks to foster in all its students lifelong habits of careful observation, critical thinking, creativity, moral reflection and articulate expression.” “…
University fosters intellectual inquiry and critical thinking, preparing graduates who will serve as effective, ethical leaders and engaged citizens.” “The college provides students with the knowledge, critical-thinking skills and creative experience they need to navigate in a complex global environment.” These are but a tiny sampling of the mission statements from higher education institutions around the country where critical thinking is a central focus.