The Generalizability of Critical Thinking

Critical Thinking Ability and Teacher Effectiveness

“…It was evident, therefore, that in all aspects of critical thinking ability as measured by Ennis et al (1985), the group of teachers previously identified by their teacher educators as "outstanding" were not shown to differ from the group of teachers tested in 1989. Siegel's (1991) argument that the epistemology underlying critical thinking abilities is fully generalisable across fields and domains in which critical thinking is applied, the results of the present study are surprising and evidently contradict the groundswell of opinion elsewhere. Several possible explanations may be offered to account for the findings of this investigation.…”

“…critical thinking ability. Whilst this assumption is well grounded in theory (Siegel, 1991;Clark, 1988) some conservative teacher educators could claim equally forcefully that to be effective, teachers mainly need to develop mastery over the use and application of appropriate instructional methods. In other words, an argument could be made that to be effective teachers, people basically need a sound grasp of routine instructional methods and subject-matter.…”

“…A third conclusion may be that since critical thinking is not necessarily regarded as subjector client-specific (Siegel, 1991) it would be very helpful for students to take courses in it prior to entering programs for professional preparation. It has been occasionally suggested that educating people to be critical thinkers should take place in the formative years of development.…”

“…, 1990 is the more moderate one that, although major components of critical thinking are general, the degree to which it is general and the factors that would facilitate its transfer are, to a significant extent, empirical matters. Siegel (1991) has argued that Ennis has been too cautious, thereby conceding too much to McPeck. As already noted, Ennis identifies dispositions and abilities as the two major aspects of critical thinking.…”

A Model of Critical Thinking in Higher Education

“…Critical thinking has naturally been seen in terms of a composite of skills, knowledge and attitudes too-including argumentational, reflective and affective features (Boostrum, 1994;Brookfield, 1987;Facione, 1990;Kurfiss, 1988;McPeck, 1981;Paul, 1981;Siegel, 1988Siegel, , 1991Watson & Glaser, 2008). Most theorists hold a composite account.…”