ABSTRACT
The fostering of good thinking has been viewed by philosophers as a central educational aim at least as far back as Plato (1941), and its importance has been re-emphasized by philosophers as diverse as Rousseau (1979), Kant (1959), Dewey (1933), and more recently Passmore (1967) and Scheffler (1973). It is primarily in the past two decades, however, that the subject has received sustained philosophical attention and has become the focus of educational reform. This emphasis on critical thinking is likely due in part to a reaction against traditional pedagogical practices which were thought to promote the passive acquisition of knowledge, and in part to a concern with a perceived inability on the part of students (and adults) to assess evidence and arguments effectively. It is believed that critical thinking is central to the critical appraisal of information which constitutes a part of subject matter expertise; the generation of effective solutions to problems; the abilities to evaluate competing claims, cut through political rhetoric and emotional suasion, and to engage in open-minded discussions that are crucial for democratic participation; and generally to the development of autonomous responsible individuals who weigh the consequences of their actions, engage in advanced and thoughtful planning, and deal in effective and innovative ways with personal and social problems (Bailin and Case 1996).
