ABSTRACT
When faculty at my university were asked in a workshop to describe critical thinking, they described various behaviors in a student’s unprompted response to an argument. These behaviors included:
Ș applying and embodying new concepts, Ș the qualification and/or modification of position taking, Ș the identification of methods, Ș conclusions and motivations for research, Ș the distinction of quality or rigor in research, Ș the ability to synthesize information and look for interconnections, Ș the understanding of scholarly standards, Ș the ability to think within a disciplinary tradition, Ș knowing what questions to ask within a research tradition, and Ș recognizing biases in their own and the work of others.
