critical thinking peter facione

Critical Thinking: What It Is and Why It Counts

• Published 2011
• Education, Philosophy

1,701 Citations

Thinking critically: a look at students' critiques of a research article.

• Highly Influenced

1. What Is Critical Thinking

On what critical thinking is, the application of critical thinking in literature education, what critical thinking and for what, a review on developing critical thinking skills through literary texts, a model of critical thinking in higher education, achieving critical thinking skills through reading short stories, clearing up “critical thinking”: its four formidable features, an investigation of critical reading in reading textbooks: a qualitative analysis., 38 references, critical thinking: a statement of expert consensus for purposes of educational assessment and instruction (the delphi report), talking critical thinking, the disposition toward critical thinking: its character, measurement, and relationship to critical thinking skill, the disposition toward critical thinking : its character , measurement , and relationship to critical thinking skill, asking the right questions, research on judgment and decision making, education and learning to think, developing critical thinkers: challenging adults to explore alternative ways of thinking and acting., thinking for a living: education and the wealth of nations, judgment under uncertainty: heuristics and biases., related papers.

Showing 1 through 3 of 0 Related Papers

• Peter Facione

Peter Facione Measured Reasons LLC & Insight Assessment  ·  www.measuredreasons.com

Connect with experts in your field

Join ResearchGate to contact this researcher and connect with your scientific community.

Publications

• Canadian Partnership Against Cancer Corporation

• King's College London

• George Washington University

• University of Waterloo

• Universidade de Évora

• Dominican University

• Tennessee State University

• Universidad Católica del Maule and Millennium Nucleus for Science of Learning

• VID Specialized University
• Recruit researchers
• Join for free
• Login Email Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google Welcome back! Please log in. Email · Hint Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google No account? Sign up

Critical Thinking: What It Is and Why It Counts

Chat with Paper

Content maybe subject to  copyright     Report

Emerald Article: Intellectual capital research: a critical examination of the third stage

Advanced analysis cognition: improving the cognition of intelligence analysis, review of advanced nursing practice: the international literature and developing the generic features., think pair share: a teaching learning strategy to enhance students' critical thinking., student engagement: students' and teachers' perceptions., judgment under uncertainty: heuristics and biases, anomalies: the endowment effect, loss aversion, and status quo bias, education and learning to think, developing reflective judgment: understanding and promoting intellectual growth and critical thinking in adolescents and adults. jossey-bass higher and adult education series and jossey-bass social and behavioral science series., critical thinking: theory, research, practice, and possibilities. ashe-eric higher education report no. 2, 1988., related papers (5), critical thinking: a statement of expert consensus for purposes of educational assessment and instruction, a taxonomy of critical thinking dispositions and abilities., the disposition toward critical thinking., critical thinking assessment, the disposition toward critical thinking: its character, measurement, and relationship to critical thinking skill.

• Advanced Search
• All Categories
• Metaphysics and Epistemology
• Epistemology
• Metaphilosophy
• Metaphysics
• Philosophy of Action
• Philosophy of Language
• Philosophy of Mind
• Philosophy of Religion
• Value Theory
• Applied Ethics
• Meta-Ethics
• Normative Ethics
• Philosophy of Gender, Race, and Sexuality
• Philosophy of Law
• Social and Political Philosophy
• Value Theory, Miscellaneous
• Science, Logic, and Mathematics
• Logic and Philosophy of Logic
• Philosophy of Biology
• Philosophy of Cognitive Science
• Philosophy of Computing and Information
• Philosophy of Mathematics
• Philosophy of Physical Science
• Philosophy of Social Science
• Philosophy of Probability
• General Philosophy of Science
• Philosophy of Science, Misc
• History of Western Philosophy
• Ancient Greek and Roman Philosophy
• Medieval and Renaissance Philosophy
• 17th/18th Century Philosophy
• 19th Century Philosophy
• 20th Century Philosophy
• History of Western Philosophy, Misc
• Philosophical Traditions
• African/Africana Philosophy
• Asian Philosophy
• Continental Philosophy
• European Philosophy
• Philosophy of the Americas
• Philosophical Traditions, Miscellaneous
• Philosophy, Misc
• Philosophy, Introductions and Anthologies
• Philosophy, General Works
• Teaching Philosophy
• Philosophy, Miscellaneous
• Other Academic Areas
• Natural Sciences
• Social Sciences
• Cognitive Sciences
• Formal Sciences
• Arts and Humanities
• Professional Areas
• Other Academic Areas, Misc
• About PhilArchive
• Frequently Asked Questions
• OAI Handler
• Journal policies
• Code of conduct
• Create an account

Buy for others

Buying and sending ebooks to others.

• Select quantity
• Buy and send eBooks
• Recipients can read on any device

These ebooks can only be redeemed by recipients in the US. Redemption links and eBooks cannot be resold.

Sorry, there was a problem.

Image unavailable.

• To view this video download Flash Player

Follow the author

THINK Critically 3rd Edition, Kindle Edition

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book.

• ISBN-13 978-0135571101
• Edition 3rd
• Sticky notes Not Enabled
• Publisher Pearson
• Publication date February 13, 2015
• Language English
• File size 49344 KB
• See all details

Fire Tablets

• Fire HD 8 (8th Generation)
• Fire 7 (9th Generation)
• Fire HD 10 (9th Generation)
• Fire HD 8 (10th Generation)
• Fire HD 10 (11th Generation)
• Fire HD 10 Plus
• Fire 7 (12th Generation)
• Fire HD 8 (12th Generation)
• Fire HD 8 Plus

Free Kindle Reading Apps

• Kindle for Android Phones
• Kindle for Android Tablets
• Kindle for iPhone
• Kindle for iPad
• Kindle for Mac
• Kindle for PC
• Kindle for Web

Customers who read this book also read

Editorial Reviews

About the author, product details.

• ASIN ‏ : ‎ B00XIH2J7E
• Publisher ‏ : ‎ Pearson; 3rd edition (February 13, 2015)
• Publication date ‏ : ‎ February 13, 2015
• Language ‏ : ‎ English
• File size ‏ : ‎ 49344 KB
• Simultaneous device usage ‏ : ‎ Up to 2 simultaneous devices, per publisher limits
• Text-to-Speech ‏ : ‎ Not enabled
• Enhanced typesetting ‏ : ‎ Not Enabled
• X-Ray ‏ : ‎ Not Enabled
• Word Wise ‏ : ‎ Not Enabled
• Sticky notes ‏ : ‎ Not Enabled
• Print length ‏ : ‎ 526 pages
• #396 in English as a Foreign Language
• #2,494 in English as a Second Language Instruction
• #6,024 in Philosophy (Kindle Store)

About the author

Peter a. facione.

Discover more of the author’s books, see similar authors, read author blogs and more

Customer reviews

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

Reviews with images

• Sort reviews by Top reviews Most recent Top reviews

Top reviews from the United States

There was a problem filtering reviews right now. please try again later..

Report an issue

• About Amazon
• Investor Relations
• Amazon Devices
• Amazon Science
• Sell products on Amazon
• Sell on Amazon Business
• Sell apps on Amazon
• Become an Affiliate
• Advertise Your Products
• Self-Publish with Us
• Host an Amazon Hub
• › See More Make Money with Us
• Amazon Business Card
• Shop with Points
• Reload Your Balance
• Amazon Currency Converter
• Amazon and COVID-19
• Your Account
• Your Orders
• Shipping Rates & Policies
• Returns & Replacements
• Manage Your Content and Devices

• Conditions of Use
• Privacy Notice
• Consumer Health Data Privacy Disclosure
• Your Ads Privacy Choices

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Cultivating A Critical Thinking Mindset

Since the publication of the California Critical Thinking Disposition Inventory in 1992, our research team has often been asked what a person might do in order to develop strong critical thinking habits of mind. The answer, as it turns out, is both easier and more difficult than might at first be imagined. This essay offers specific suggestions – practices which can be incorporate into daily living. After a quick summary of how education and socialization are used in the formation of character, the paper provides a summary analysis of the seven positive attributes which comprise the critical thinking mindset, a preliminary self-assessment tool which the ready may elect to use, a discussion distinguishing strong critical thinking from knowledge and then from ethics, and finally specific recommendations for building and sustaining all seven positive attributes of a strong critical thinker. Permission is granted without charge for the non-commercial educational use of this paper with citation as indicated in the first note.

Related Papers

Noreen Facione , Peter A Facione

This invited paper appeared in the Journal INQUIRY which chronicles theory and research in logic and critical thinking. In this , Peter and Noreen Facione describe their passionate involvement with critical thinking, its definition, measurement, training, and practical application to everyday decisions, big and small. In reflecting on their work they say “we have identified three groups of questions: those vexing, recurring questions that motivate us to explore critical thinking, those scholarly questions around which we organized our empirical and conceptual research, and those urgent practical questions which demand the development of applications and assessment solutions. We conclude with two recommendations for the consideration of all those who value fair-minded, well-reasoned, reflective decision making.”

Peter A Facione

This is the front matter and first chapter of an anthology collection of best practices in the training of clinical reasoning. Invited authors are all published researchers who train clinical reasoning skills in the health sciences. Here they share favorite seminar sessions.

What should I believe and what should I do? Throughout the world, and throughout time, these questions have been applied in the context of specific problems and purposes dominating human thinking. We are who we are, as human beings, because of the answers we have given ourselves. And among these answers is one that says: “We should always go on questioning in the hope of even better answers.” This consistent disposition to question, to ask why, to seek courageously and fair-mindedly the best possible answers to every possible question, lies at the very heart of critical thinking. In this essay we will briefly trace the rise of this consistent disposition toward critical thinking in the Western Philosophical Tradition. From its humble and practical roots in ancient Greece, we will jump forward through the centuries past the emergence of modern science all the way to how we define and measure the disposition toward critical thinking today. Finally, we will complete this story with suggestions about how we might build stronger critical thinking skills and cultivate a more robust disposition toward critical thinking. Because of the broad sweep of our story, the language in this essay will, necessarily, be quite general. But the research and teaching applications are none the less particular and practical.

Spanish translation of the "Case" The X979 Jumpstart" Silicon Valley’s ferociously competitive market for highly skilled technology experts provides the fuel for this business ethics case. The story, which unfolds progressively, tells of the CEO level agreements made and broken, naïve and not so naïve attempts to raid high value technology talent from business competitors, and eventually the vengeful reprisals of the aggrieved rival. This fictional case is intended for use in training and education programs for critical thinking in business and professional ethics.

BRAIN. Broad Research in Artificial Intelligence and Neuroscience ISSN 2067-3957

Academia EduSoft , Ali Taghinezhad

This study was intended to investigate the effectiveness of teaching critical thinking on students' writing performance and their critical thinking dispositions. To this end, 140 students were selected. 73 students were assigned to the experimental group and 67 were assigned to the control group. The experimental group received instruction in critical thinking strategies whereas the control group did not. The instruments used in this study were the researcher-developed essay test, the Ennis-Weir critical thinking essay test, and the California Critical Thinking Dispositions Inventory (CCTDI). A 2-group pretest/posttest quasi-experimental design was utilized to determine the outcome measures. Data were analyzed using descriptive statistics and independent-samples t-test. Statistically significant differences were observed in the experimental and the control groups in the total scores of the three instruments. The results indicated an improvement in students' writing performance and their dispositions toward using critical thinking strategies. Nonetheless, some dispositional aspects such as truth-seeking, cognitive maturity, and open-mindedness did not differ significantly after the intervention.

Critical Thinking Across the Disciplines

Jorge Valenzuela

Nursing Outlook

Kevin Crichlow

Principal Investigator and Author - Noreen C. Facione, Ph.D. Collaborating Author - Peter A. Facione, Ph.D. This report summarizes the analysis of an aggregate data set comprising 145 predominantly undergraduate samples contributed by on-site collaborative investigators at 50 programs of nursing education throughout the United States (Total N = 7,926 cases). Collaborators are listed in this report, as are the analyses of each independent sample, for purposes of validation of the reported findings. The data analyzed were collected from 1992 through 1997. Significant relationships are reported between two measures of critical thinking (CT), the CCTST, which is a skills measure, and the CCTDI, which profiles CT dispositions, and a wide variety of academic achievement indicators (e.g. grade point average, standardized test scores), student descriptors (e.g. age, sex, RN-status, NCLEX passage), and program descriptors (e.g. student to faculty ratio, location of program, faculty focus on CT in planning and curriculum development). Modest cross sectional increases and longitudinal gains are demonstrated in CT skills and habits of mind. Several of these relationships are also explored in the limited graduate level sample available. Initial percentile norms for the CCTST are calculated for nursing students by undergraduate class level. Percentile distributions by class for the seven scales of the CCTDI are also reported. A relative strength in students CT skills and dispositions scores were observed in samples collected in nursing programs where faculty reported being engaged in discussions about CT and curriculum reform to optimize teaching for CT. Evidence was observed for a comparable strength in CT skills in both generic and RN completion students on both entry and exit. Disposition scores were higher for RN to BSN students than for same class level generic nursing student on entry. Scores in CT disposition for exiting RN to BSN students raise concern for whether these students’ CT disposition is being nurtured by current nursing curricula. A similar concern is raised in relation to female students versus male students as a result of analyses of observed CCTDI scores by sex at exit. Using this dataset, the largest aggregation of CT skills and dispositions test data known to date, the theoretical relationships between the traditional and the Delphi constructs, in terms of division of CT skills, are also explored empirically, as was the relationship between CT skill and the disposition toward CT.

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024