The claim that critical thinking is subject specific appears, to be of practical importance and theoretical interest. Its meaning is unclear, however, and discussions of its are often confusing and at cross purposes. In an attempt to clarify the topic, Ennis offers a number of distinctions, including a distinction among three versions of subject specificity: domain, epistemological, and conceptual subject specificity. He holds that the first two versions contain valuable insights, but that all three suffer from excessive vagueness of their basic concept (domain, field, and subject, respectively). If the proposed clarification and critique are appropriate, then a number of avenues of research—at both practical and theoretical levels—need to be pursued, some of which are outlined in this essay

Resumen Introducción 1. Problema 1.1. Una voz, muchas voces 1.2. Marco 1. Un mundo, los mundos, el globo 1.3. Descripción. 2. Justificación 3. Objetivos 4. Marco referencial 4.1. Estado del arte 4.1.1. De la tragedia cultural a la construcción de una nueva sociedad. 4.1.2. Implicaciones de una investigación desde la complejidad. 4.2. Marco teórico 4.2.1. El hombre orgánico 4.2.1.2. Discusión contemporánea "con" el sur 4.2.1.3. El sistema educativo y su lectura de hombre 4.2.1.4. Desarrollo del humano ecologizado 4.2.1.5. Instituciones como entorno ontogenético 4.

Assuming that critical thinking dispositions are at least as important as critical thinking abilities, Ennis examines the concept of critical thinking disposition and suggests some criteria for judging sets of them. He considers a leading approach to their analysis and offers as an alternative a simpler set, including the disposition to seek alternatives and be open to them. After examining some gender-bias and subject-specificity challenges to promoting critical thinking dispositions, he notes some difficulties involved in assessing critical thinking dispositions, and suggests an exploratory attempt to assess them.

This essay offers a comprehensive vision for a higher education program incorporating critical thinking across the curriculum (CTAC) at hypothetical Alpha College, employing a rigorous detailed conception of critical thinking called ''The Alpha Conception of Critical Thinking''. The program starts with a 1-year, required, freshman course, two-thirds of which focuses on a set of general critical thinking dispositions and abilities. The final third uses subject-matter issues to reinforce general critical thinking dispositions and abilities, teach samples of subject matter, and introduce subject-specific critical thinking. Subject-matter departmental and other units will make long-range plans for incorporating critical thinking in varying amounts in subject-matter courses, culminating in a written Senior Thesis/Project involving investigating, taking, and defending a position, which reinforce critical thinking abilities and dispositions and increase subjectmatter knowledge. Teaching approaches used in the program are involving and based on the principle, ''We learn what we use.'' Both summative and formative assessment are employed as appropriate. Coordination and support are extensive. Objections and concerns are discussed, and alternatives, including possible transitions, are considered. An extended review of research supports moving toward CTAC.

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