Contents

Preface

page xi

Introduction to the Second Edition

part one: education for thinking

1 The Reective Model of Educational Practice

Rationality as an organizing principle
Schooling without thinking
Normal versus critical academic practice
Restructuring educational practice
Education as inquiry
Community of inquiry
Sensitivity to what is problematic
Reasonableness
Relationship and judgment
Thinking in the disciplines
Conversational apprenticeship
Autonomy
Reective thinking
2 Approaches in Teaching for Thinking
Enter the critical thinking movement
How we got to where we are
Some more recent origins of critical thinking
Dewey and the Deweyans

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Analytic skills and cognitive objectives

The emergence of informal logic
Other conversations, other voices
The educational assimilation of critical thinking
Critical thinking and the inculcation of belief
Alternative approaches to teaching practical reasoning
The guidance of practice by reasons
Criterion-based performance
The guidance of practice by hypotheses and consequences
Teaching for bridging, transfer, and translation
Some characterizations of critical thinking
3 Obstacles and Misconceptions in Teaching for Thinking
Conceptual obstacles to the strengthening of thinking
Disagreements over the nature of thinking
Disagreements over the proper psychological approach
Disagreements over the role of philosophy
Disagreements over the preferred educational approaches
Some misconceptions regarding teaching for critical
thinking
Misconception 1: Teaching for thinking is equivalent to
teaching for critical thinking
Misconception 2: Reective teaching will necessarily
result in reective learning
Misconception 3: Teaching about critical thinking is
equivalent to teaching for critical thinking
Misconception 4: Teaching for critical thinking requires
drill in thinking skills
Misconception 5: Teaching for logical thinking is
equivalent to teaching for critical thinking
Misconception 6: Teaching for learning is just as effective
as teaching for critical thinking
part two: communities of inquiry
4 Thinking in Community
What produces the community and what
the community produces
Following the argument where it leads
The logic of conversational discourse
The art of conversation

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The structure of dialogue

Dialogue and community
Learning from the experience of others
The role of the community of inquiry in education
Toward the formation of classroom communities
of inquiry
The epistemological status of discussion in the
community of inquiry
5 The Community of Inquiry Approach to Violence
Reduction
Education, not indoctrination
To what criteria can we appeal?
We can cite our own experience
We can appeal to the childs own experience
We can attempt to persuade the child
We can make use of reason
All of the above
Violence and justication
The strengthening of judgment through
cognitive work
Educating for values and meanings through
the community of inquiry
Reducing violence in a school setting
part three: orchestrating the components
6 The Emotions in Thinking and in Education
Emotion and education
Is there a paradigmatic version of emotive thinking?
Can we educate with regard to emotions?
Emotions and language
Word clusters for building verbal uency
about emotions
7 Mental Acts
Consciousness and the performance of mental acts
Being aware of our mental acts
Mental acts as performances
Propositional attitudes

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Epistemic movement: Mental acts and states can

develop into thinking skills
The development of mental moves into philosophical
dialogue
Through the magnifying glass: A closer look at how
philosophy can improve thinking
8 Thinking Skills
On teaching thinking skills to children
Skills and meanings
Four major varieties of thinking skills
Inquiry skills
Reasoning skills
Information-organizing skills
Translation skills
Is teaching reasoning worthwhile?
Skills and their orchestration
From basic skills to elementary school subjects
The boundaries of skill

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part four: education for the improvement of thinking 195

9 The Transactive Dimensions of Thinking
A multidimensional thinking approach
The right to thinking capability
10 Education for Critical Thinking
Critical thinking: What it can be
The outcomes of critical thinking are judgments
Critical thinking relies on criteria
Metacriteria and megacriteria
Criteria as bases of comparison
The indispensability of standards
Critical thinking is self-corrective
Critical thinking displays sensitivity to context
Practical reasoning behaviors that signify closure
Professional education and the cultivation of judgment
Critical thinking and informal fallacies
The fallacies as a rogues gallery of reasoning defects
The signicance of the value-principles
Using validities to establish standards of reasonableness

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A table of validities
The role of value-principle exercises in teaching for
critical thinking
11 Education for Creative Thinking
The primary aspect of the work of art as the standard
of the work
Creative thinking in critical perspective
Freshness, problematicity, and intelligibility
Amplicative thinking
Deant thinking
Maieutic thinking
Creative and caring thinking
Creative and critical thinking
Cognitive moves in the creative thought process
Creativity and dialogue in the community of inquiry
Creativity and thinking for ourselves
12 Education for Caring Thinking
The place of the passions in thinking
Caring thinking as concern for matters of importance
Some kinds of caring thinking
Appreciative thinking
Affective thinking
Active thinking
Normative thinking
Empathic thinking
13 Strengthening the Power of Judgment
Why not teach for better judgment?
Judgment as critical, creative, and caring
The juncture of the universal and the particular
Three orders of judgment
Generic judgments
Mediating or procedural judgments
Focal or culminating judgments
The balance wheel of judgment in educational settings
Judgments as expressive of persons
Bibliography
Index

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