In this book, the authors use the term critical to refer to an intellectual skill of analysis-critical thinking-as well as to a body of scholarship-Critical Theory. O True O False
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Gwendolyn Reece might have written a traditional research paper describing the history of critical thinking in American education and containing quotations from scholarly sources to support her ideas. Instead, she presents a literature review focusing on the scholarly sources themselves. Reece explains how scholarly opinion has developed over time, where leading scholars agree and disagree, what sources carry more authority than others, and finally where more research is needed. Previews logical order the review will follow. Long reviews are often broken by headings and subheadings corresponding to the organization outlined in the introduction. Establishes limits of project’s scope. Identifies gaps in existing research. Critical Thinking and Transferability: A Review of the Literature By Gwendolyn Reece April 9, 2002 Since the 1960s, concern that American students may not be capable of transferring the skills they have gained from their education to the practical problems of life has troubled educators. Of greatest concern is whether students have mastered “critical thinking” or “higher order thinking skills” and can apply them outside of school curricula. These concerns have given rise to the “critical thinking movement.” To demonstrate that the movement is successful, it must prove that its efforts not only increase the critical thinking of students in school, but that students can transfer critical thinking to novel situations, including those encountered in daily life. The primary purpose of this review is to ascertain if there is compelling evidence that efforts to teach critical thinking have had this result. What became apparent in the process of this review, however, was that several subsidiary problems must first be answered before the problem of evaluating the effectiveness of critical thinking transfer can be approached. The first of these problems is whether the movement has a common theme or definition of “critical thinking.” Second is the question, does “critical thinking” encompass “creative thinking” or is it antithetical to it. The third problem might be formulated thus: is “critical thinking” generalizable or is it tied to subject matter? The fourth problem is whether adequate evaluative measures of critical thinking are available to measure the effectiveness of efforts to teach critical thinking. Reece’s goal in the text is to explore contemporary. What Reece’s ultimate message?
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