Thinking Critically About Critical Thinking Halpern Psychopathy Essay

Directly infusing CT skill instruction can also enrich content instruction without sacrificing learning of subject matter (Solon, 2003).

The following seven guidelines, illustrated by CT lessons and assessments, explicate this process.

For example, asking students how many think that the full moon can lead to increases in abnormal behavior can be used to introduce the difference between empirical fact and opinion or common sense belief.

In this article, I have attempted to provide guidelines to psychol­ogy instructors on how to teach CT, describing techniques I devel­oped over 20 years of teaching.Without proper motivation, students are less inclined to engage in it.Therefore, it is good to arouse interest right away and foster commitment to improving CT throughout a course.They also resemble approaches to teaching CT proposed by Angelo (1995), Beyer (1997), and Halpern (1998).Importantly, this approach has been successful in teaching CT skills in psychology (e.g., Bensley, et al., in press; Bensley & Haynes, 1995; Nieto & Saiz, 2008; Penningroth, Despain, & Gray, 2007).Seven Guidelines for Teaching and Assessing Critical Thinking 1.Motivate your students to think critically Critical thinking takes effort.More importantly, the techniques and approach described below are ones that are supported by scientific research.Classroom examples illustrate the use of the guidelines and how assessment can be integrated into CT skill instruction.For example, the tragic death of 10-year-old Candace Newmaker at the hands of her therapists practicing attachment therapy illustrates the perils of using a therapy that has not been supported by good empirical evidence (Lilienfeld, 2007).Instructors can also pique interest by taking a class poll posing an interesting question on which students are likely to have an opinion.

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  1. Further, if a numerical-value equation is used, it should be written in the preferred form given in the above paragraph, and if at all feasible the quantity equation from which it was obtained should be given.7.12 Proper names of quotient quantities Derived quantities formed from other quantities by division are written using the words "divided by" or per rather than the words "per unit" in order to avoid the appearance of associating a particular unit with the derived quantity.7.13 Distinction between an object and its attribute To avoid confusion, when discussing quantities or reporting their values, one should distinguish between a phenomenon, body, or substance, and an attribute ascribed to it.