Common Misconceptions of Critical Thinking

• Published in: Journal of curriculum studies Vol. 31; no. 3; pp. 269 - 283
• Main Authors: Bailin, Sharon, Case, Roland, Coombs, Jerrold R, Daniels, Leroi B
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis Group 01-05-1999; Taylor & Francis
• Subjects: Begriffsbestimmung; Cognitive Processes; Critical Thinking; Decision Making; Didaktischer Ansatz; Education and psychology; Educational Practices; Educational sciences; Higher Education; Intellectual operations; Kritisches Denken; Lehren; Methods; Misconceptions; Problem Solving; Psychology and learning; Skill Development; Thinking Skills; Logical Thinking; Skill; Teaching Practice; Critical analysis; Practical Knowledge; Reasoning; Quality; Critical thinking; Conceptualization; Error; Cognitive Process
• ISSN: 0022-0272; 1366-5839
• DOI: 10.1080/002202799183124

In this paper, the first of two, we analyse three widely-held conceptions of critical thinking: as one or more skills, as mental processes, and as sets of procedures. Each view is, we contend, wrong-headed, misleading or, at best, unhelpful. Some who write about critical thinking seem to muddle all three views in an unenlightening melange. Apart from the errors or inadequacies of the conceptions themselves, they promote or abet misconceived practices for teaching critical thinking. Together, they have led to the view that critical thinking is best taught by practising it. We offer alternative proposals for the teaching of critical thinking. (Abstract vom Verlag übernommen).