The tradition of research into critical thinking reflects the common perception that human thinking left to itself often gravitates toward prejudice, over-generalization, common fallacies, self-deception, rigidity, and narrowness.The critical thinking tradition seeks ways of understanding the mind and then training the intellect so that such "errors", "blunders", and "distortions" of thought are minimized.
Building Thinking Skills provides highly effective verbal and nonverbal reasoning activities to improve vocabulary, reading, writing, math, logic, and figural-spatial skills, as well as visual and auditory processing.
This exceptional skill set provides a solid foundation for academic excellence and success on any assessment test.
Each of these modes of thinking help us to accomplish the ends for which we are thinking and hence to solve the problems inherent in pursuing those ends.
In-depth interviews were utilized to provide information on how faculty tend to think about critical thinking and the manner in which that thinking influences the design of their classes.
For example, those who think critically typically engage in intellectual practices of the following sort, monitoring, reviewing, and assessing: goals and purposes; the way issues and problems are formulated; the information, data, or evidence presented for acceptance, interpretations of such information, data, or evidence; the quality of reasoning presented or developed, basic concepts or ideas inherent in thinking, assumptions made, implications and consequences that may or may not follow; points of view and frames of reference.
In monitoring, reviewing and assessing these intellectual constructs, those who think critically characteristically strive, for such intellectual ends as clarity, precision, accuracy, relevance, depth, breadth, and logicalness.
Data collection included both closed-ended and open-ended questions.
In addition, the coders of responses made judgments about some important global features of the responses made (using minimalist components of critical thinking as criteria).
A total of 140 interviews were completed, representing a 78% response rate among those contacted for an interview.
Since the samples were constructed so as to be representative in a statistical sense of all faculty involved in teacher preparation in California, the results can in fact be generalized to teacher preparation faculty in the state as a whole.