College Teaching: Tomorrow's Educational Problem |
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Authors: | F Robert Paulsen |
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Institution: | University of Connecticut , USA |
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Abstract: | This article draws six key lessons from cognitive science for teachers of critical thinking. The lessons are: acquiring expertise in critical thinking is hard; practice in critical-thinking skills themselves enhances skills; the transfer of skills must be practiced; some theoretical knowledge is required; diagramming arguments (“argument mapping”) promotes skill; and students are prone to belief preservation. The article provides some guidelines for teaching practice in light of these lessons. |
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Keywords: | critical thinking cognitive science |
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