There is much talk about teaching critical thinking today. More often than not, it leads to only teaching facts about mental life, teaching socio-political platitudes and listing traits of critical thinkers. Not only does none of this work, but it usually leads to more crippling effects on any effort to exercise critical thinking. Critical thinking cannot be taught as British philosopher Gilbert Ryle warned long ago, it can only be learned. The most important tool for learning is teacher role-modeling of critical thinking. Teachers are there to model and lure students into exposing flawed arguments and high praise of epistemically strategic moves in an argument. The tools discussed below lead to sources that do just that.
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Wagner, P. A., & Benavente-McEnery, L. (2008). The Autistic Society and Its Classrooms. The Educational Forum, 72, 319-328. https://doi.org/10.1080/00131720802361977
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Wagner, P. A., & Fair, F. (2020). Education for Knowing: Theories of Knowledge for Effective Student-Building. Rowman & Littlefield.
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Wagner, P. A., & Fair, F. (2022). The Personality of Mathematics. Rowman & Littlefield.
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Wagner, P. A., Johnson, D., Fair, F., & Fasko, D. (2018). Thinking Ahead: Engaging All Teachers in Critical Thinking. Rowman & Littlefield.
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Wagner, P. A., Johnson, D., Fair, F., & Fasko, D. (2016). Focus on Thinking: Engaging Students in Higher Order Thinking. Rowman & Littlefield.
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Wagner, P. A., Johnson, D., Fair, F., & Fasko, D. (2017). Thinking beyond the Test: Strategies for Re-Introducing Higher-Level Thinking Skills. Rowman & Littlefield.
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Zagzebski, L. (2012). Epistemic Authority: A Theory of Trust, Authority, and Autonomy of Belief. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199936472.001.0001
