The Seventh Annual CRITICAL THINKING EDUCATIONAL …...published a national position paper on critical thinking. The Center for CriticalThinking and Moral Critique has been working

Henry Steel CommagerDean of American Historians, addressing the First International Conference

on Critical Thinking and Educational Reform.

The Seventh Annual & Fifth International Conference on

CRITICAL THINKINGAND

EDUCATIONAL REFORMAUGUST 2,5, 1987

Program

and

Abstracts

Under the Auspi~es

of the

Center for Critical Thinking and Moral Critique

and

Sonoma State University

From Previous Conferences:

108

MaplAbbreviations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Page

Introduction ~ . . . . . . . . . . . . 1

TABLE OF CONTENTS

History of the Conference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Conference Theme 6

The Organization of the Conference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Schedule .'. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 10

Panels '" " . . . .. 96

Presenters and Abstracts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 25

Mini-Critical Thinking Course 101

Informal Exchange ofldeas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 102

Special Interest Groups - 103

Videotape Resourses 104

Center Description

National Council for Excellencein Critical Thinking Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 106

Delores Gallo

George Hanford

ii

Neil Postman

Michael Scriven

INTRODUCTIONThe Heart and Core of Educational ReformWe have every reason to believe that critical thinking ought to be the

heart and core of educational reform. If a person is adept at thinkingcritically, she is adept at gathering, analyzing, synthesizing, and assessinginformation, as well as identifying misinformation, disinformation,prejudice, and one-sideness. A student with such skills will have the toolsof life-long learning. Such skills are developed in a strong sense only whenstudents are given extensive and continuing opportunities to construct andassess lines of reasoning from multiple conflicting points of view. Becauseof the human mind's spontaneous tendency to egocentric and sociocentricreasoning, it is essential that students reason dialectically or dialogically,that is, empathize with and reason within points of view they oppose aswell as within those they support. If children do not grow up with a richand varied backlog of such experiences they will not develop genuine fairmindedness. The time to begin this process is no later than the pre-schoolstage. This is where the foundation for fairness to others must be laid. Itshould be an essential part of the core of all schooling thereafter.

Such a goal is both cognitive and affective, for emotions and beliefs arealways inseparably wedded together. When we describe ourselves as drivenby irrational emotions we are also driven by the irrational beliefs whichstructure and support them. When we conquer an irrational emotionthrough the use of our reason we do it through the utilization of rationalpassions. It is only the development of rational passions that prevents ourintelligence from becoming the tool of our egocentric emotions and theself-serving points of view embedded in them. A passionate drive forclarity, accuracy, and fair-mindedness, a fervor for getting to the bottom ofthings, to the deepest root issues, for listening sympathetically to

opposition points of view, a compelling drive to seek out evidence, anintense aversion to contradiCtion, sloppy thinking, inconsistentapplication of standards, a devotion to truth as against self-interest-theseare essential components of the rational person. It enables her to assentrationally to a belief even when it is ridiculed by others, to question what ispassionately believed and socially sanctioned, to conquer the fear ofabandoning a long and deeply held belief. There is nothing passive, bland,or complacent about such a person. All human action requires themarshalling of human energy. All human action presupposes a drivingforce. We must care about something to do something about it. Emotions,feelings, passions of some kind or other are part of the root of all humanbehavior. What we should want to free ourselves from is not emotion,

feeling, or passion per se, but irrational emotions, irrational feelings and- irrational passions. A highly developed intellect can be used for good or ill

at the service of rational or irrational passions.The educational reform n~eded then is not a return to the past but the

forging of a new beginning, one in which for the first time schools becomefocused on critical thinking and dialogical learning. The role andeducation for both the teacher and the student needs to be reanalyzed andreconceptualized. Teachers need coursework in critical thinking as well asin its application to curriculum. They need instructors in those courseswho model critical thinking. They need intensive field experienceinvolving the observation of master teachers and supervised practice. Theyneed to be valued as critical thinkers and given increasing professionalautonomy. They need to be involved in the development of standards ofpractice in critical thinking. They need regular time to meet withcolleagues to observe and learn from each other's successes and failures.They need access to critical thinking ~aterials. They need to join with theadministrators and parents in making a commitment to schoolenvironment conducive to critical thinking. Such needs will not be metwithout funds: funds to thoroughly train staff (with long-term follow-up),funds for teacher release time, funds for staff to attend conferences, forinstructional materials, for after-school committee work, etc ... Quality ineducation will not come out of pure commitment and dedication.

_On the college level we need strategies for getting beyond narrowdisciplinary and technical loyalties and commitments so typically strong indepartmentally organized curricula. By spending the bulk of one's timewriting and thinking within the confines of one field of knowledge, orworse, within one narrow specialty of that field, one loses sight of the placeof that part within the whole. The student then is serially tested within"parts," with little incentive to try to synthesize the parts into a whole.Such a task is not merely an "additive" one, but requires that studentsassess the parts for conflicts and contradictions, and use each to correct theothers. Few college students make any real progress in this difficult andunrewarding task.T~e. problem of educational reform is therefore a long-term problem,

reqUlrmg long-term as well as short-term strategies, and requiring areallocation of social resources. We could make no wiser decision than tomake a commitment to become a nation o'f educated and fair-mindedpeople. Then we would have not only a large pool of talent to solve ourtechnical and scientific problems, but also a citizenry with the criticalfaculties and ethical dispositions to work cooperatively toward solutions tothe vexing problems which increasingly threaten the very survival ofhumankind in the world.

2

HISTORY OF THE CONFERENCEThe 1987 conference on Critical Thinking and Educational Reform

reflects the development implicit in the six annual conferences whichpreceded it. From the beginning, the First National Conference on CriticalThinking, Moral Educati()ll and Rationality (1981), the concept of criticalthinking we have fostered was linked to broadly based ethical concernsand not simply on more narrowly defined academic and technical needs.We began by bringing together some of the finest philosophical minds toreflect upon this crucial area of concern. Nicholas Rescher, MichaelScriven, Joseph Ullian, Julius Moravcsik, Ruth Marcus, Ralph Johnson, J.Anthony Blair, Mary Anne Warren, were among those who set us on ourway. Beginning with thinkers capable of the most profound and self-criticalthought was an excellent foundation to build upon. But we quickly sawthat if progress was to be made we had to expand our efforts to involvedecision-makers at all levels of education. We were well aware that reportson educational reform would not reform education. Very often thesereports themselves were in need of critique.

The conferences that followed the first have been expanded progressivelytherefore to include more emphasis on the crucial early years and on theforces and factors affecting the realities of teaching. We have sought toaugment and unfold sound theory with models of sound practice. Hence,our growing emphasis on workshops and video-tapes modeling instruction.

There have been two central problems that we have faced in b~ingingtogether K-12 and college instructors. Many college instructors andtheoreticians have had little experience trying to translate the results oftheir research into classroom strategies at the K-12 level. And many K-12teachers in turn have little sympathy for any theory that cannotimmediately be so translated. Indeed there is still alive in educationalcircles today the syndrome that H.L. Mencken so vividly caricatured:

"The aim seems to be to reduce the whole teaching process to a sortof automatic reaction, to discover some master formula that will notonly take the place of competence and resourcefulness in the teacherbut that will also create an artificial receptivity in the child. Teachingbecomes a thing in itself, separable from the superior to the thingtaught. Its mastery is a special business, a sort of transcendental highjumping. A teacher well grounded in it can teach anything to anychild, just as a sound dentist can pull any tooth out of any jaw."(Baltimore Sun, 1923)

3

In 1986, 280,000 California eighth-grade students took a history-socialscience test in which 40% of the questions address critical thinking skills.The California State Department of Education has developed a continuumof critical thinking skills for the 3rd, 6th, 8th, 10th and 12th grades. Anumber of other states, including New York, Connecticut, Pennsylvania,South Carolina, Utah, Wisconsin, and Alaska are mandating criticalthinking instruction in one form or another. The" College Board hasalready pointed out that the ability to reason and think critically is afundamental and necessary component of all other basic academiccompetencies. And just recently the American Federation of Teachers haspublished a national position paper on critical thinking.

The Center for Critical Thinking and Moral Critique has been workingclosely with the California State Department of Education, the CollegeBoard, numerous school districts, the Association for Supervision andCurriculum Development, the National Education Association, and theAmerican Federation of Teachers to facilitate implementation of thehighest standards of critical thinking instruction from kindergartenthrough the university.

It is important to recognize that we are still very much in the beginningstages of educational reform based on critical thinking instruction. There isevery reason to think that the need for an annual conference in criticalthinking will continue indefinitely. The deeply entrenched compartmentalization of knowledge, the increasing sophistication of propagandaand mass manipulation techniques, the continuing dominance of rotememorization and recall of facts as modes of learning, the growth oftelevision and the electronic media, the increasing conflict of opposingideologies in the global village, the acceleration" of misunderstanding andstereotype in international politics; the growing desire for simplisticexplanation of life with opposing groups being identified as essentially"good" or "evil", the growing threat of nuclear holocaust-all argue for thepressing need for fair-minded critical thinking skills.

4

ORGANIZATION OF THE CONFERENCEIt is our assumption that all of the participants in the conference bring to

it a shared general interest in critical thinking understood as a family ofinterdependent intellectual skills and abilities in need of support by acomplex of rational passions. We assume as well then that all participantsshare a commitment to the principle that such abilities and affectivequalities can only be developed over an extended period of time and as theresult of careful cultivation. We expect therefore that all participants willhave some interest in the unique and necessary contributions of othersworking in diverse subject areas and at diverse educational levels.

Those who teach the early years need to understand and appreciate thesuperstructure that is to be built upon the foundations they help to lay.Those who teach the middle years need to understand and appreciate whathas come before and what is to follow. And those who teach the later yearsneed to provide the capstones that will solidify the skills, insights,andpassions that can secure life-long learning grounded in deeply internalizedcritical thinking skills. We assume than that all participants will make someeffort to communicate with and build connections to others, to reach outbeyond the parochialism of subject matter and grade level.

At the same time we realize that special interest groups exist within thecritical thinking movement and need to develop along a manifold ofdirections. We will be accommodating this need in two ways: 1) byclassifying all presentations with a label that indicates possible specialinterest concerns (e.g. G, E, ]H, HS, K-12, CC, U, etc ... ), and 2) bysetting up an early meeting time on Tuesday morning (7:45-8:45) for groupsto organize themselves into a network (See page 103) for more informationon these special interest meetings.)

Virtually all sessions have been scheduled for 11/2 hours to maximizeopportunities for questions and discussion.

The evening "social" hours are intended to be an integral part of theconference. We are encouraging all of the presenters to make themselvesavailable for the social hours so that the kinds of extended exchangeswhich are often not feasible in question and answer sessions might befacilitated.

The video programming is intended to augment the presentations byproviding some models of instruction and what may come of it (e.g., tapesof students modeling critical thinking skills). Additionally, there will besome video programs shown which can be ordered as discussion startersfor inservice training (Le., tapes such as "Critical Thinking and History","Critical Thinking and Science", and "Dialogical Practice, Program I").

5

CONFERENCE THEME: TEACHINGCRITICAL THINKING: SKILL,

COMMITMENT, AND THE CRITICALSPIRIT, KINDERGARTEN THROUGH

GRADUATE SCHOOLThe conference theme has been selected to give participants a central

concept by means of which they can understand the basic relationshipsbetween all of the various presentations. The field of critical thinkingresearch and instruction approaches is rich and diverse, but there arecommon core concepts and insights which can be used to organize thatdiversity and render it coherent.

There is no question, for example, that there are a body of intellectualskills presupposed in critical thinking, skills which havS broad applicationacross the full range of human thought and action. Whenever humans actor think they conceptualize ~r give meanings to their action and thought.These meanings or conceptualizations may be more or less clear (hence theimportance of skills of clarification). These meanings organize and giveexpression to "information", which may be more or less accurate, welljustified, and complete (hence the importance of skills for the gathering,processing and assessing of information). They are based upon beliefs someof which we take for granted (hence the importance of skills for locatingand assessing assumptions). They build toward or entail consequences andimplications (hence the importance of skills for pinning down andassessing consequences and implications). Finally, human action andthought is based upon and creates meanings within some perspective,point of view, or world view (hence the importance of skills which locatethe perspective or point of view within which a given action or line ofthought is developed).

But critical thinking is not just about intellectual skills, for intellectualskills can be used in a variety of ways, some of which are inconsistent withthe foundation values of critical thinking: open- or fair-mindedness and aconcern to apply the same rigorous standatds of evidence and proof to ourown thinking-especially that which serves our vested interest-as we doto others. It is easy, of course, to be "critical" when we are hostile topersons or belief systems, very difficult when we are strongly predisposed tofavor persons or belief systems. Our egocentric- or sociocentric biases mayact as blinders to narrow our critical thinking to what are fundamentally

6


self-serving uses of it. This problem was identified in ancient Greece bySocrates and Plato as the problem of sophistry. We know it in the modernworld as the problem of demagoguery, propaganda, closed-mindedness andself-deception. This, of course, is not simply a matter of stupidity or ofconscious evil.

What it does mean is that critical thinking skills can be used to defeat theends of critical thinking. Or, less extreme, a person may not yet havelearned how to organize and use his or her critical thinking skills with thesame degree of consistency within domains where there is emotionalblockage. All of the above highlights the need to emphasize the affectivedimension of critical thinking, the dimension of values, commitments, andtraits of mind. This does not mean by the way that we need to condition orindoctrinate students in an affective way, for the critical spirit can benurtured only while actually practicing critical thinking in some (cognitive)way. One cannot develop one's fair-mindedness, for example, withoutactually thinking fair-mindedly. One cannot develop one's intellectualindependence, without actually thinking independently. This is true of allthe essential critical thinking traits, values, or dispositions. The crucialneed is to develop instruction in such a way that, for example, fair-mindedand independent thinking are required by the very nature of what is done.Examples of assignments and practices that foster the critical spirit can befound in the Handbooks on Critical Thinking, K-6, which have beenpublished by the Center.

All of the presenters have been asked to make the relation of theirpresentation to these distinctions apparent to their audience so that therelationships of the various presentations to each other will be more clear.Participants should feel free to question presenters in this regard to ensurethat they understand whether the presenter is simply focusing on the·intellectual skills (without regard to the problem of transfer to domains ofvested interest and ego-involvement) or whether the presenter isconceiving of his or her objective as bearing upon this higher order use ofcritical thinking.

7

Dianne Romain

Ralph Johnson

8

Doug Martin

Ken Bumgarner

10

Carol TavrisThinking Critically about Emotio~-and the Role of Emotionin Critical ThinkingrYES: Warren G

Perry WeddleDeeds and Words: Critical Thinking Activities through CriticalThinking VocabularyrYES 119 G, K-U

SUNDAY, AUGUST 2

William Dorman, Carl Jensen, Lenore LangsdorfCritical Thinking and the MediaSU:MP G

Richard W. Paul Director, Center for Critical Thinking andMoral CritiqueTeaching Critical Thinking: Skill, Commitment and the CriticalSpirit, Kindergarten through Graduate SchoolCommencement Area

M. Neil BrowneDesigning Faculty Development Programs for Integrating CriticalThinking Across the CurriculumART 108 G, CC, U

Vincent Ryan RuggieroProfile of a "Thinking Person"DAR 108 G

Robert SwartzIntegrating Teaching for Thinking into Mainstream ClassroomInstructionSTEV 1002 K-12

REGISTRAnONStudent Union

Gerald NosichTeaching Critical Thinking Across the CurriculumCS 68 G, CC, U

Robert EnnisWriting Critical Thinking Tests, Part ISTEV 3008 G

Connie DeCapiteLanguage Arts and Critical Thinking for Remedial and ESLStudentsDAR 112 G, K-12

Harvey SiegelCritical Thinking and IndoctrinationSTEV 3046 G, ec, U

8:00-9:00 am

9:00-10:15 am

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9

(Sunday, August 210:30-12:00 cont.)

12:00-1:30 pm

1:30-3:00 pm

Mark WeinsteinCritical Thinking and Moral EducationSTEV 3040 G

Lunch

David PerkinsWhat Makes Science Concepts Hard to Understand?

IVES: Warren G

Jan TalbotEffective Integration of Critical Thinking Across the Curriculum:Johnny and Jane CAN ThinkIVES 119 K-I2

Robert Swartz, Richard Paul, Luiza AmodeoWhat is the Appropriate Role of Critical Thinking in

Pre-Service Education?SUMP G

George HanfordUnexpected ConnectionsSTEV 1002 G

John ChaffeeTeaching Critical Thinking Across the CurriculumART 108 CC, U

J. Robert HansonCritical Thinking: Teaching Strategies to Involve All Students in

Higher Level Cognitive ProcessesDAR 108 K-12

Stephen NorrisObservation in Science EducationCS 68 G

Robert EnnisWriting Critical Thinking Tests, Part IISTEV 3008

Gerald NosichMini-Critical Thinking Course: Constructing Arguments for'

Opposing Points of ViewSTEV 2049 G

Ogden MorseSubject Matter and Moral Development in Domain Specific

ClassroomsDAR 112 HS

Mark WeinsteinIntegrating Thinking Skills into the CurriculumSTEV 3046 K-12

Art PearlThinking Critically about Critical IssuesSTEV 3049 G

11

(Sunday, August 21:30-3:00 cont.)

3:15-4:45 pm

Eugene GarverFaculty Development for Critical ThinkingNICH 173 CC, U

Richard PaulCritical Thinking Staff Development: Developing Faculty CriticalThinking and Critical Teaching Skills1VES: Warren G

Perry WeddleBut That's Just Your Opinion1VES 119 JH-U

Greg Sarri;, Abelardo Brenes, Angel VillariniCritical Thinking and Third World. CommunitiesSUMP G

John PrihodaCritical Thinking and Ethics in EducationSTEV 1002 G

Vincent Ryan RuggieroTeaching Thinking Across the Curriculum:A Holistic ApproachART 108 G

Douglas MartinA Definition of Critical Thinking for Scien6eInstruction, 1<-12 •DAR 108 K-12

William DormanComing to Grips with the Mass MediaCS 68 G

M. Neil Browne, Stuart M. KeeleyQuestioning Strategies that Facilitate Critical ThinkingSTEV 3008 G

Harvey SiegelMini-Critical Thinking Course: Epistemological Underpinnings ofCritical ThinkingSTEV 2049 G

Connie DeCapiteCritical Thinking Through Thematic UnitsDAR 112 JH-U

John MayTeaching By Bad Example: Optimal Cases for Helping IntermediateStudents to Think Critically, Part ISTEV 3049 CC, U

Ralph JohnsonWhy Do We Reason Poorly? Psychodynamics vs. PsychologicNICH 173 G, CC;'U '

Marlys MayfieldTeaching Recognition of Viewpoint: Working with Student NaiveteAbout Where Ideas Come FromSTEV3040 G

12

(Sunday, August 2)

8:00-11:00 pm

8:45-10:15 am

Beer and Wine SocialDining Commons

Informal Exchange of IdeasDining Commons Faculty Lounge

Videotape ProgramDining Commons Alcove

MONDAY, AUGUST 3Richard Paul, David PerkinsWhat's In a Name? "Thinking" vs. "Critical Thinking."

IVES: Warren G

John Chaffee, Anthony Corso, Eugene Garver, Carol KnightCritical Thinking Across the College and University CurriculumSU:MP CC, U

Linda M. PhillipsThe Design and Development of a Test of Inference Ability in

Reading ComprehensionSTEV 1002 G

Ralph JohnsonThe Whole Enchilada: An Outline of a Theory of ReasoningART 108 G, CC, U

Marek ZelazkiewiczThe Contribution of Moral Critique and Critical Thinking to theEmergence of the Independent Education Movement and theAlternative Society in Poland (1976-1986)DAR 108 G

Robert SwartzA Framework for Infusing Critical Thinking into Science Instruction

CS 68 K-12

Debbie WalshThe AFT Critical Thinking Project: The Hammond, IN PilotSTEV 3008 K-12

Joanne KurfissUnderstanding Knowing: Developing Foundations for CriticalThinking at the College LevelSTEV 2049 CC, U

Thomas JacksonPhilosophy for Children: A Hands-on Demonstration, Primary Level

DAR 112 E

Marlys MayfieldGrounding Critical Thinking in Observation SkillsSTEV 3049 G

13

(Monday, August 38:45-10:15 cont.)

10:30-12:00noon

George CollisonSupposing in Geometry and Algebra: Induction and Computers inthe Mathematics CurriculumN1CH 173 E, JH

Lauren CoodleyMath Without Fear: Teaching Students Critical Thinking aboutMath Education, Technology, and the Tyranny of the Right AnswerSTEV 3040 K-12, G

T. Edward DamerTeaching Critical Thinking with Fresh Real-Life ArgumentsNICH 166 CC, U

Joel RudinowHow to Use the Media Critically, Part ISTEV 1063 G Space limited; Session to be taped;No late admissions.

Doug MinklerArt is not a Mirror Held Up to Reality But a Hammer with Whichto Shape ItIVES 119 G, K-12

Will Robinson, Marek Zelazkiewicz, Frans van Eemeren,Rob Grootenclorst, Alec Fisher, Richard PaulCritical Thinking in European EducationSU:MP G

Vincent Ryan RuggieroDisposiiions-The Neglected Aspect of Thinking InstructionSTEV 1002 G

Kate SandbergReflective Thinking: Variations on a ThemeART 108 G

Mark WeinsteinPhilosophy for Children:- Hands-on WorkshopDAR 108 Grades 5-6

Perry WeddleWhat a Lavely Generalization!CS 68 JH-U

Anthony Corso, Dianne RomainFaculty Development in Critical Thinking

STEV 3008 JH-U

Ralph JohnsonMini-Critical Thinking CiJurse: Critical Thinking and AdvertisingSTEV 2049 G

Connie MissimerHumor and Other Fun-.Ways to Achieve EmpathyDAR 112 G

14


12:00-1:30

1:30-3:00 pm

Stuart KeeleyBeyond the Tenn Paper: Designing Assignments that EncourageCritical ThinkingSTEV 3046 G

Ann KerwinIgnorance, Illumination and InquirySTEV 3049 G

Rita ManningWorkshop in Dilemmas, Role-Playing and Simulation in MoralEducationNICH 173 G

Roy EricksonCelebrating the Bicentennial of the Constitution through Materialsand Activities which Emphasize Critical ThinkingSTEV 3040 K-14Jere Jones, Fred KornStrong Sense Critical Thinking: How to Probe Our OwnConceptual FrameworkNICH 166 G, CC, U

Joel RudinowHow to Use the Media Critically, Part IISTEV 1063 G Space limited; Session to be taped;No late admissions

Lunch

Rexford BrownWho's Accountable for Thoughtfulness: Policy and the HigherLiteraciesIVES: Warren G

Harvey Siegel, David Perkins, Carol Tavris, Wes HilerPsychology and Critical Thinking: The Affective DimensionSU:MP G

Vincent Ryan RuggieroThe Administrator's Role in Thinking InstructionSTEV 1002 G

Joanne KurfissSuccessful Models for Developing Critical Thinking in the CollegeClassroomART 108 CC, U

Kathleen Dean MooreGullibility and Mistakes in Scientific ReasoningDAR 108 HS, CC, U

Lou MillerCritical Thinking and Self-GrowthCS 68 G

John BarellLong Range Staff Development for Fostering Critical ThinkingSTEV 3008 K-12, U

15


3:15-4:45 pm

John ChaffeeMini-Critical Thinking Course: Critical and CreativeProblem SolvingSTEV 2049 G

Gerald NosichOn Teaching Critical ThinkingDAR 112 CC, U

Thomas JacksonPhilosophy for Children: A Hands-on Demonstration,Secondary ,LevelSTEV 3046 JH, HS

Edward D'AngeloTeaching Critical Thinking in Third and Fifth GradeSTEV 3049 E .

George CollisonProblem Solving in the Writing CurriculumNICH 173 E-HS, G

Rob Grootendorst, Frans \Ian EemerenArgumentation and Fallacy Analysis in a PragmaDialecticalPerspective, Part ISTEV 3040 U

T. Edward DamerCan Critical Thinking Save Us From Relativism?NICH 166 G, CC, U

Richard PaulHow to Help Teachers to Infuse Critical Thinking by HelpingThem to Develop Skill in Remodelling Their Present LessonsSTEV 1063 E Space limited; Session to be taped;No late admissions

John Barell, David PerkinsSupervision for Critical Self-Reflection upon TeachingIVES: Warren K.12

Donald Lazere, Glenn Irvin, Jere Jones, Fred Korn,Rexford Brown, George HanfordCritical Thinking and Curricular Refonn in Secondary andHigher EducationSU:MP JH-U

Edward M. GlaserUsing the Watson-Glaser Critical Thinking Appraisal (CTA)as a Teaching as well as Testirtg ToolSTEV 1002 G

John Alexander, Naiicy Shea, Pat Harveson, Kerry Anderson,Cindy KorachThe Philosophy for Children Program at Elk Grove School District:A ReportART 108 E

16

Banquet (purchase tickets at Conference Desk; space limited.)Dining Commons

Debbie WalshIntegrating Critical Thinking Skills intD the K-12 CurriculumDAR 108 K-12

Connie MissimerCritical Thinking and Intellectual Virtues: Can You Have YDurCake and Bat It TOD?CS 68 G

NICH 173NICH 166

STEV 3049

STEV 3040

Critical Thinking in the ArtsCritical Thinking in Science/MathCritical Thinking AssessmentCritical Thinking for Slow/

Disadvantaged Learner

Ken BumgarnerEffective Design fDr Critical Thinking InserviceSTEV 3008 K-12

Ian WrightDecisiDn-making and Critical Thinking/Dr Elementary SchDDIStudents .DAR 112 E

Art CostaWhat Human Beings DD When They Behave Intelligently andHDW They Can BecDme MDre SDIVES: Warren K-12, G

Ralph Johnson, John Hoaglund, T. Edward DarnerCritical Thinking and InfDrmal LDgic: HDW DD They Relate?SU:MP CC, U

Greg Sarris .The Multi-Cultural ClassroDm as MDdel fDr the TeachingDf Critical ThinkingSTEV 1002 G

Rob Grootendorst, Frans van EemerenTeaching ArgumentatiDn Analysis and Critical Thinking in theNetherlandsSTEV 2049 G

Paul BakerPreparing Well InfDrmed Citizens: A Critical Thinking ApproachfDr SDcial StudiesSTEV 3046 JH-U

Corrinne Bedecarre,.Sherry McCowanPDwer RelatiDns and IdeDIDgy in the ClassroDmSTEV 3049 G

James B. FreemanCritical Thinking and the Life Df the MindNICH 173 G, CC, U

18

Bertram BandmanThe RDle Df Belief in Critical ThinkingART 108 G, U

Glenn IrvinThe LDaded Case Against General EducatiDnDAR 108· U -

Joel RudinowPhilDsDphy CDmes DDwn to Earth: Critical Thinkingin the CDmmunity CDllegeCS 68 CC

8:45-10:15 am

(Tuesday, August 47:35-8:35 cDnt.)

STEV 3046CS20

STEV 3008STEV2049

DAR 108STEV 1002

DAR 112CS68

17


Informal Exchange of IdeasDining Commons Faculty Lounge


TUESDAY, AUGUST 4Special Interest Groups

Elementary (K-6)Middle School (7-8)High School (9-12)Critical Thinking Staff DevelopmentCommunity College4-year College/UniversityCritical Thinking Literature/Language ArtsCritical Thinking in Social Studies

Rob Grootendorst, Frans van EemerenArgumentatiDn and Fallacy Analysis in a Pragma-DialecticalPerspective, Part 2STEV 3040 U

Mark BattersbyArguments and Individuals: A TheDretical LDDk at the Status of theArguer in the Assessment Df ArgumentsSTEV 3046 U

Sharon BailinThe Myths of CreativitySTEV 3008 G

Susan OldsUsing a "Thinking Jigsaw" to ExplDre Supreme CDurt DecisiDnsSTEV 2049 JH, HS

Dorothy KobakRaising the C.Q. (Caring QuDtient)-Edu-Caring: TeachingChildren to Think CaringSTEV 3049 G

J.S. PorterHDw to ExpDse and CDrrect AssumptionsNICH 173 G

7:35-8:35 am

5:30-8:00 pm

8:00-11:00 pm

(MDnday, August 33:15-4:45 cDnt.)

(fuesday, August 48:45-10:15 cont.)

10:30-12:00noon

Alec FisherCritical Thinking about Thomas MalthusSTEV 3040 0, CC, U

Ann 'KerwinMaking the Most Out of Nothing: Looking Critically andCreatively at Absences, Silences, Things Ignored andThings-to-beNICH 166 0

David PerkinsWhat the Mind is Made OfIVES: Warren 0

Ralph Johnson, Lenore Langsdorf, Perry Weddle, Robert EnnisSelf-Serving Versus Fair-Minded Critical Thinking: How Importantis the Weak Sense/Strong Sense Distinction?SU:MP CC, U

Mark Weinstein, Ken Bumgarner, Fran ClaggettWhat Are State Departments of Education Doing About CriticalThinking?STEV 1002 E-U, 0

Michael RichThe Use of the Emotions in Critical ThinkingART 108 0

Angel VillariniTeaching Critical Thinking Through Moral Deliberation:An Interdisciplinary Approach to the HumanitiesDAR 108 0, CC, U

Dianne RomainCritical Thinking, Creativity, and PlaySTEV 3008 K-12,O

M. Neil Browne, Stuart KeeleyMini-Critical Thinking Course: The Unnecessary Tension BetweenValues Analysis and Critical ThinkingSTEV 2049 0

John BarellNetworking Electronically for Teaching Critical ThinkingDAR 112 K-12

Donald LazereComposition for Civic LiteracySTEV 3046 0, CC, U

Sheldon BermanA Thinking Skills Model for Teaching About Controversial IssuesSTEV 3049 JH, HS, U

19

(Tuesday, August 410:30-12:00 cant.)

12:00-1:30

1:30-3:00 pm

Judi HirschTeaching Critical Thinking to Students in Remedial and SpecialEducation Classes: Feuerstein's Theories on the Nature of Learning'and IntelligenceNICH 173 K-12

Alec FisherCritical Thinking and A Key QuestionSTEV 3040 0, CC, U

Judith CollisonCritical Thillking in the Classroom: Information, Implication,InferenceNICH 166 K-12,O

Lunch

Jan TalbotTeaching Thinking Strategies Across the Curriculum: The HigherOrder Thinking (H.O.T.) ProjectIVES 119 K-12

Richard Paul, Carol TavrisCulture and Critical Thinking: The Danger_of Group- or CultureBound Thoug~t

SU:MP 0

Paul Baker, Ian Wright, Chuck StaneartCritical Thinking and Social StudiesSTEV 1002 0

Donald LazereBias in AcademiaART 108 0

Ann Kerwin, Marlys WitteLearning and Teaching the Unknown Pathway to Finding"Intellectual Virtues"DAR 108 0, U

Donald HatcherCritical Thinking Techniques and Methodological AbsolutismCS 68 CC, U

Linda Bomstad, Linda Forsyth, Phil FetzerThe Folsom-Cordova Critical Thinking ProjectSTEV 3008 K-12

T. Edward DarnerMini-Critical Thinking Course: What the Fallacies Can Teach UsAbout Good Arguments'"STEV 2049 0

Carol La BarCritical Thinking DistinctionsDAR 112 HS,O

20

(Tuesday, August 41:30-3:00 cont.)

3:15-4:45 pm

Nancy KubasekSelection and Design of Textbooks and Supplements that Foster theDevelopment of Values Analysis and Critical Thinking Skills in theBusiness ClassroomSTEV 3046 CC, U

John HoaglundCritical Thinking and Teaching Informal Fallacies:The Old Approach and the NewSTEV 3049 CC, U

Judi HirschCombatting the Tyranny of Standardized "Intelligence" TestsNICH 173 K-12, G

Abelardo BrenesCritical Thinking in Costa RicaSTEV 3040 GC. Blaine CarpenterTeaching and assessing Critical Thinking in an Outcome-focused,Assessment Based General Education CurriculumNICH 166 CC, U

Nancy LyonsDance-Critical Thinking with the BodyIVES: Warren G

Donald Klein, Paul Wheatcroft, John Feare, John PrihodaCritical Thinking in Community Colleges: The Title Five Mandatein CaliforniaSU:MP CC

Fran Claggett, Jan Talbot, Linda PhillipsReading, Writing, and Critical ThinkingSTEV 1002 GAlice Iaquinta, Sharon Scull, Chuck Wiederhold, Joel Peterson,Theresa BookerCritical Thinking Programs: Strategies for Implementing theTeaching of Critical ThinkingDAR 108 G, CC, U

Gus BagakisTeaching Critical Thinking~A World View ApproachART 108 G, U

Dianne Romain, Sarah TaylorAcademic Partnership: Critical Thinking and Social StudiesCS 68 JH, HS

A.].A. Binker, Karen JensenLesson Remodelling for Critical Thinking (K-6)STEV 3008 E

James B. FreemanMini-Critical Thinking Course: Argument DiagramingSTEV 2049 G

Susan Olds, Joel RudinowCritical Thinking and the Constitution: The BicentennialConnectionDAR 112 5-12, CC

21

(Tuesday, August 43:15-4:45 cont.)

8:00-11:00 pm

8:45-10:15 am

Eugene GarverRhetoric and Logic in Critical ThinkingSTEV 3046 CC, U

Vivian RosenbergIntroducing Affective Awareness as a Critical Thinking SkillSTEV 3049 G

M. Neil Browne, Stuart M. Keeley, Nancy K. Kubasek,Andrea M. GiampetroAre We Really Teaching Critical Thinking?:How Would,We Know?NICH 173 G, CC, U

Priscilla AgnewThe Critical Thinking WorksheetSTEV 3040 JH-U

Richard L. MendelsohnLogic and Critical ThinkingNICH 166 CC, U


Informal Exchange of IdeasDining Commons Fac1.!lty Lounge


WEDNESDAY, AUGUST 5David Perkins, Richard Paul, Sharon Bailin, Lou MillerCan One Think Critically Without Thinking Creatively? Can OneThink Creatively Without Thinking Critically?SU:MP G

Abelardo BrenesCritical Thinking and the Ethics of DevelopmentSTEV 1002 G

Donald HatcherCritical Thinking and Ethical AbsolutesART 108 CC, U

Vivian RosenbergModifying Traditional Writing Instruction: Strategies to FacilitateCritical ThinkingDAR 108 G, HS-U

Thomas Leddy, Rita Manning'On Teaching Creativity, Part ICS 68 G

John HoaglundMini-Critical Thinking Course: Stimulating Thinking AboutThinking with Logical"PuzzlesSTEV 2049 G

22

(Wednesday,August 58:45-10:15 cont.)

10:30-12:00noon

Joe Edwards, Allan Edwards, David DuranStrategies for Critical Thinking Implementation at North HumboldtUnion High School DistrictDAR 112 HS

Sheldon BermanConsidering Multiple Perspectives: An Exercise in MethodologicalBeliefSTEV 3046 K-12, G

Rosemarie Bezerra-NaderCritical Thinking and English-An Integrated CurriculumSTEV 3049 JH-U, G

George Freund, Jack PerellaThe Role of Philosophy and Rhetoric in Critical Thinking InstructionSTEV 3040 CC, U

C. Grant LuckhardtAssessing the Credibility of AuthoritiesNICH 166 CC, U

Perry Weddle, Jan Talbot, Robert EnnisStare Wide Critical Thinking Testing in California:What Has It and What Has It Not Accomplished?

.SU:MP G

Vivian Rosenberg, Roberta Kern, Vincent Ryan RuggieroExploring the Interaction of Thoughts, Feelings and Emotions in

Developing Critical ThinkingSTEV 1002 G

Judith CollisonCritical Thinking in the Classroom: Setting GoalsART 108 K-12, G .

Thomas Leddy, Rita ManningOn Teaching Creativity, Part II

CS 68 G

William PayneAmerican History on TrialSTEV 3008 JH-HS

Carol La Bar, Ian WrightMini-Critical Thinking Course: Practical Reasoning andPrinciple TestingSTEV 2049 G

Dianne Romain, Sarah TaylorCritical Thinking and High School ScienceSTEV 3046 HS

Maurice A. FinocchiaroThree Ideals of Critical Thinking (Socrates, Galileo, Marx)STEV 3049 CC, U

23

(Wednesday,August 510:30-12:00 cont.)

12:00-1:30

1:30-3:00 pm

3:15-4:45 pm

Lenore LangsdorfReflection, Interpretation, and the Critical SpiritNICH 173 G, CC, U

Priscilla AgnewTeaching Fallacies·STEV 3040 JH-U

Lunch

Judi Hirsch, Gus Bagakis, Richard LichtmanTaking Care of OurselvesSU:MP K-U

Fran ClaggettThe California Assessment Program Direct Writing AssessmentSTEV 1002 HS

Jenna K. BrookeForces Against Critical Thinking-Dealing with the Moral MajorityART 108 G

Rosemarie Bezerra-NaderCritical Thinking-An Antidote for Negative StressCS 68 K-12, G

Thomas WarrenWhat's Wrong With the "Critical Thinking" Movement?STEV 3008 G, CC, U

William Exton, Jr.A Proven Approach to and a Primary Resource for the Teaching of"Critical Thinking"STEV 2049 G

John D. MayTeaching By Bad Example: Optimal Cases for Helping IntermediateStudents to Think Critically, Part IISTEV 3049 CC, U

James B. FreemanMeaning, Commitment, i1nd the Critical SpiritNICH 173 G, CC, U

John FeareCritical Thinking and the Cultivation of Intellectual and MoralVirtues Within a Theological Dimension, K-Graduate Schooland BeyondNICH 166 G, CC, U

Randall AckleyEducating a Trained Societ)': Emotion-al Maturation/DevelopmentCS 20 U

Wrap-up SessionIVES: Warren

24

PRESENTERS AND ABSTRACTS

STEV 3040)

The Philosophy forChildren Program at ElkGrove School District:A Report

10:30-12:00(August 5

Agnew, Priscilla Teaching FallaciesIn teaching fallacies, I have encountered a challenge: students,enthusiastically learn the traditional fallacies and then proceed to findfallacies everywhere, even in good arguments. For example, once theappeal to authority is presented, students refuse to accept any authority asappropriate. Because I feel that the fallacies are helpful tools for criticalthinkers, I have restructured my presentation of the fallacies byintroducing different modes of arguments which have a Good Form as wellas a corresponding Fallacious Form. In this workshop, these distinctionswill be explored. In ad1ition, a new worksheet for evaluatinggeneralizations and causal arguments will be demonstrated.

Alexander, JohnProfessorDepartment of PhilosophySouthern Oregon State CollegeAshland, OR 97520

Co-PresentersShea, NancyCritical Thinking Resource TeacherElk Grove Unified School DistrictElk Grove, CA 95624

Harveson, PatTeacherMarkofer Elementary School9759 Tralee WayElk Grove, CA 95624

Korach, CindyTeacherMarkofer Elementary

Anderson, KerryTeacherDillard Elementary9721 Dillard RoadWilton, CA 95693

This report will be structured as follows: 1) opening remarks from JohnAlexander regarding the nature of the workshops and the follow-upsgiven, 2) general remarks by Nancy Shea regarding the number of classesand levels involved and administrative considerations, 3) at least twovideotapes of two different classes using two different programs (Harry andPixie) with comments by the classroom teachers on their success anddifficulties encountered, including opportunities for questions from thefloor, 4) remarks by Nancy Shea, including the·impact of IAPC programon .student behaviors and performance. Opportunities for questions fromthe floor, and 5) concluding remarks by John Alexander on workshoparrangements, costs, etc., with more .questions from the floor.

CS 20)

The Critical ThinkingWorksheet

Educating a Trained Society:Emotional MaturationlDevelopment

1:30-3:00(August 5

Agnew, PriscillaProfessorDepartment of PhilosophySaddleback College28000 Marguerite ParkwayMission Viejo, CA 92692

The Critical Thinking Worksheet is a pedagogical tool for introducingstudents to critical thinking. Many students acquire the technical skillssuch as identifying premises, assumptions and conclusions, distinguishingbetween strong and weak arguments, clarifying ambiguous terms and soon. However, these students often experience frustration in grasping theoverall structure of the project of critical thinking. The worksheet providesa visual aid for integrating all of these technical skills. In this workshop,the use of the worksheet will be demonstrated. Participants will have theopportunity to experience the process of critical thinking from the poi~t ofview of a beginning student of critical thinking. This session is espeCIallyintended for 'those who are introducing critical thinking skills to highschool and college students.

Ackley, RandallVisiting Scholar,St. Edmund's College, England323 6th Avenue #191Faitbanks, AK 99701

Educators tacitly assume that humans are, at least potentially, rationalcreatures, though hampered by undersirable emotions and perhapssubconscious drives. If these emotions can be subdued, or ignored, and ifthese drives can be "channeled," then the rational person will appear,capable of and ready to make moral choices.

Twenty-five plus years of teaching has made it clear to me that students,people, learn because they "want to." Eight years teaching in prisons madeit clear that "rational" choice is not "human" choice. People have to wantto learn, to do the right thing. How are we to understand the process bywhich they develop rational and moral desires? In this regard I will exploretwo basic ideas: 1)"We 'think' with the entire body." 2) "Our initialperception is entirely emotional." With these ideas I will attempt asynthesis that provides a theoretical base for a practical approach to theproblem of moral development.

(August 4 3:15-4:45 STEV 3040) (August 3 3: 15-4:45 ART 108)

2526

Bagakis, Gus Taking Care of OurselvesCo-Presenters

Hirsch, JudiLichtman, RichardProfessorWright Institute2728 Durant AvenueBerkeley, CA 94704

In order to be effective models of critical thinking in the strong sense it isnecessary for teachers to find ways of coping with an oppressive andalienating education system. Separation and competition as well as poorworking conditions and poor pay make it difficult for teachers to beeffective models. Join us for a discussion of ways to develop networks,cooperation and to empower ourselves so that we can most effectivelyteach our students.

STEV 3008)

STEV 3046)

Preparing Well InformedCitizens: A CriticalThinking Approach forSocial Studies

3:15-4:45

8:45-10: 15

(August 3

(August 4

Bailin, Sharon The Myths of CreativityProfessorDepartment of Educational

Administration and FoundationsFaculty of EducationUniversity of ManitobaWinnipeg, ManitobaCanada R3T 2N2

This presentation will involve a critical examination of some of thecurrently popular notions of what creativity is and how it can bedeveloped. In particular, I will argue that there are serious problems bothwith the notion that there i~ a distinct creative process of thought which isdifferent from ordinary logical thought and with the notion that is itmeaningful to speak of persons as being creative independent of theirproduction of valuable products. The alternative view which will beproposed connects creativity with skills and rules, with critical inquiry, andwith significant achievement.

Baker, Paul J.Professor / AuthorDepartment of Educational

Administration and Foundations331 De Garmo Halllllinois State UniversityNormal, lL 61761-6901

This workshop addresses the problem of developing more sophisticatedliteracy in the social studies curriculum. Students are taught to bringreading and thinking together as an integral process. Social issues areexamined through various active learning exercises. A systematic criticalthinking model is presented that can be applied to a wide array of casematerials: newspaper editorials, Time cover stories, chapters fromtextbooks, political speeches, articles from popular social scienceperiod~cals. The workshop will also explore numerous teaching-learningstrategies that use critical thinking skills inside and outside the classroom.

ART 108)

Teaching CriticalThinking-A World ViewApproach

3:15-4:45(August 4

Bagakis, GusProfessorDepartment of PhilosophySan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132

The range of what we think and do is limited by what we fail to notice. Andbecause we fail to notice that we fail to notice, there is little we can do to changeuntil we notice how failing to notice shapes our thoughts and deeds.

R. D. Laing

In this presentation I will discuss how and why I introduce a world viewperspective to students. I find that when students begin to consider issues,they often interpret and analyze them from a particular standpoint whichthey assume is natural. In this case the use of a world view approach is apowerful tool with which to assist students to outstrip their egocentricity.

I have classified the many perspectives that students hold into three worldviews: "wholistic", "individualistic", and "process". We will discuss theseworld views and try some exercises to see if these three viewpoints areuseful in discussing racism and sexism.

I will further argue that a critical thinking perspective is consistent with theprocess world view. I will also point out some of the pedagogical difficultiesand student reactions to the world view approach.

(August 5 1:30-3:00

27

SU:MP)28

Barell, John Networking Electronically forTeaching Critical Thinking

In this session I would like to share with all interested persons the growingelectronic networks among practitioners that are helping us reduce ourisolation from one another. I will report on efforts to establish a localnetwork among six school districts as well as efforts to link ASCD'sElementary School Consortium on Teaching Thinking.

CS 20)

IVES: Warren)

Arguments and Individuals:A Theoretical Look at theStatus of the Arguer in theAssessment of Arguments

3:15-4:45

3: 15-4:45

(August 3

(August 3

Barell, John Supervision for CriticalCo-Presenter Self-Reflection upon -Perkins, David TeachingHow do we help teachers engage in critical thinking in the 'strong sense'and develop those dispositions, such as intellectual humility and opennessto diversity, that are fundamental to critical inquiry? In this session, DavidPerkins and I will model a teaching episode followed by a post observationconference. The purpose of the conference is to exemplify processesdesigned to help adults become more analytic and reflective about theirown performance. This process is related to the research on staffdevelopment, adult growth, metacognition and ~chievementmotivation.

Battersby, MarkProfessorDepartment of PhilosophyCapilano CollegeNorth Vancouver, British ColumbiaC<inada V7J 3HS

It is widely agreed that the credibility or validity of an argument isgenerally independent of its author; failure to respect this principle is tocommit the fallacy of ad hominem. The main exception to this principle isappeals to authority where those who lay their reputation on the line insupport of a position become fair game for criticism. The traditionaljustifications of this fallacy were largely based on the study of formalarguments and it is not clear that such a position can be sustained whenreflecting on informal arguments. The thesis of this paper is that thestature and credibility ofthe arguer plays a much more legitimate role inassessing argument than has normally been allowed and that therefore theapplication of the ad hominem fallacy criticism must be severely restricted.

ART 108)

STEV 3008)

The Role of Belief inCritical Thinking

Long Range StaffDevelopment for FosteringCritical Thinking

8:45-10:15

1:30-3:00

(August 4

(August 3

Bandman, BertramProfessorDepartment of PhilosophyLong Island UniversityUniversity PlazaBrooklyn, NY 11201

Several writers identify critical thinking with belief, e.g. Ennis. But beyonda cryptic remark or so, little has been shown about the role of belief incritical thinking. I try to show how appeal to critical thinking helps usdecide what is worth believing. Justifying beliefs is sometimes expressed byreferring to a right to believe. This presents a dilemma. In one sense, onecan believe whatever one wishes. Yet, one prefers the company of peoplewith true, right or justified beliefs. What then makes a belief worthholding? A four part proposal is designed to help resolve this dilemma, andto help us decide what is worth believing.

Barell, JohnProfessorDepartment of Curriculum

and TeachingMontclair State College204 Chapin HallUpper Montclair, NJ 07043

Teaching thinking K-12 and in college involves developing long rangeprograms based upon current research on effective school change, adultrole re-orientation, curriculum development and the nature of criticalthinking. This session describes a process in place in public schools andcollege stressing needs assessment, creating the environment for criticalthinking, identifying appropriate models of thinking, goal setting and skillseducation in critical thinking and problem solving. Teaching for"intellectual humility" requires creating supportive, collegial environmentsover long periods of time and may involve nurturing new roles for adults.

(August 4 10:30-12:00 DAR 112)

29 30

CS 68)

STEV 3046)

STEV 3049)

Critical Thinking & EnglishAn Integrated Curriculum

8:45-10:15

8:45-10:15

(August 5

(August 5

(August 5

Berman, Sheldon Considering MultiplePerspectives: An Exercise inMethodological Belief

Conflict situations breed "us-them" polarizations and simplistic positions.Through understanding multiple perspectives, we can transform thesesituations into mutual problem-solving opportunities. ESR has beenexamining educational strategies which help students tolerate thecomplexity of conflict situations, understand perspectives other than theirown, and find common ground among competing positions. This workshop focuses on one practical exercise in considering multiple perspectives.

Bezerra-Nader, RosemarieLecturer,California State

University, FresnoTeacher, Edison-Computech School, Fresno7645 N. DeWolfClovis, CA 93612

Participants will be given specific methods for integrating critical thinkingin English classes. Topics will include: literature, term paper writing oncontroversial issues, using analogies in writing, and the use of TV andvideo productions. Sources of information, student work, and a studentmade video production will be shared. Hand-outs will be given.

Bezerra-Nader, Rosemarie Critical Thinking-AnAntidote for Negative Stress

Participants will gain an understanding of the use of critical thinking skillsas antidotes for reducing negative forms of stress which are widespread inschools (e.g. peer pressure, drugs, depression, poor self-esteem, anddecision making). Specific model lessons will-be presented and shared;these lessons rely on critical thinking skills to facilitate a teacher inaddressing the issue of stress at the same time he/she is teaching in contentareas. Numerous hand-outs will be given.

STEV 3049)

STEV 3049)

Power Relations and Ideologyin the Classroom

A Thinking Skills Model forTeaching About ControversialIssues

8:45-10:15

10:30-12:00

31

(August 4

(August 4

Bedecarre, CorrinneDoctoral StudentGeneral CollegeUniversity of Minnesota216 Pillsbury Drive, S.E.Minneapolis, MN 55455

Co-PresenterMcCowan, SherryDoctoral StudentDepartment of PhilosophyUniversity of Illinois105 Gregory Hall810 South Wright StreetUrbana, IL 61801

The influence of feminist theory and the writings of Michel Foucault(together with having taught Logic and Reasoning for four semesters) haveincreased our concern with the issue of power relations in the classroom,especially with respect to teaching critical thinking in the strong sense.While our position is that the most effective way to teach students to beginto acquire the skills that will enable them to become critically and morallycompetent is to focus in (relative) depth on a very limited number of issues(rather than using a broad range of issues to illustrate fallacies and logicalprinciples), we do not think this approach is without problems. Theseproblems arise in part because of the context in which the instruction takesplace, namely within the hierarchical structure of the university or college,and the authoritarian structure of the classroom which most studentsexpect and to which they are accustomed. Our discussion will focus on theeffects the power relations in academia have on students who are learningto think critically, and on their instructors. We will suggest some ways tominimize these relations, a project that will be essential in strengtheningthe critical spirit of student and instructor, alike.

Berman, SheldonPresidentEducators for Social Responsibility23 Garden StreetCambridge, MA 02138

Students need to confront our most important social and politicalproblems so that they can feel connected to the larger society and enter theadult world as informed and responsible decision makers. But when weteach about controversial issues-the possibility of nuclear war, threats tothe environment, and issues of social injustice-we find that students oftenseek simple answers to complex problems. They have difficulty toleratingthe absence of "right" answers. In this workshop we will examine a processwhich helps students understand divergent positions on issues and thecomplex nature of controversial issues. It also helps students examine thelogic, facts, assumptions, and values inherent in differing positions in orderto strengthen their ability to reach their own conclusions. Curriculummaterials that best support this process will be presented as well.

STEV 3040)

STEV 1002)

Critical Thinking inCosta Rica

1:30-3:00

8:45-10:15

34

(August 4

(August 5

Brenes, AbelardoProfessorUniversidad de Costa RicaCiudad UniversitariaRodrigo FacioCosta Rica, America Central

An adaptation of a Critical Thinking Program developed by ProfessorEugene Meehan, of the University of Missouri-St. Louis, wasexperimentally applied in Costa Rica in 1982. The subjects were last yearhigh school students and university freshmen. Whereas the program hadbeen considered successful ~ith similar age students in various educationalinstitutions in the U.S., the results in Costa Rica were discouraging. Thepaper will attempt to analyze various factors that may have contributed tothis result and consider, in more general terms, some of the problemsinherent in cross-cultural translatability of' critical thinkingmetalanguanges and pedagogical strategies.

Brenes, Abelardo Critical Thinking and theEthics of Development

Societal development always poses choices which must be met bygovernmental agents, development specialists and the informed citizen.These choices relate to competing goals and images of what is to beconsidered a good life, as well as the diverse ways in which these are to beachieved. Most of the development models that have been guidinggovernmental and private agents in the past decades are now considered tobe bankrupt, particularly in the context of Third World Development.This paper will examine what is the nature of these models, particularlyfrom the point of view of their inherent value assumptions. It will beargued that rather than attempting to create new models of developmentwhich attempt to provide a complete set of answers to all normativequestions involved in societal change, emphasis should be placed rather increating those arrangements that will assure a fuller participation ofcitizens in choices referring to public policies. In order for this to beexercised effectively, critical thinking capacities will have to be promoted inthe educational programs. These programs, in turn, need to give an

.important emphasis of attention to the normative dimensions ofdevelopment from early on in the curriculum. Some general guidelines forsuch a program will be suggested. .

STEV 3008)

STEV 3008)

Lesson Remodelling for CriticalThinking (1(-6)

The Folsom-CordovaCritical Thinking Project

3:15-4:45

1:30-3:00

33

(August 4

(August 4

Binker, A.}.A.Research AssistantCenter for Critical Thinking and

Moral CritiqueSonoma State UniversityRohnert Park, CA 94928

Co-PresenterJensen, KarenTeacher, Foreign LanguageBellevue High School601 lO8th S.E.Bellevue, WA 98004

In this session we will briefly describe the lesson remodelling process,illustrating with samples created by teachers in the Pre-Conference Workshop.We will then lead a discussion on the strengths and weaknesses of the process.

Bomstad, LindaProfessorDepartment of PhilosophyCalifornia State University, Sacramento6000 J StreetSacramento, CA 95819

Co-PresentersForsyth, LindaConsultantGifted and Talented EducationCalifornia State Department of Educationp.o. Box 944272Sacramento, CA 94244-2720

Fetzer, PhilTeacherCordova Senior High School2239 Chase DriveRancho Cordova, CA 95670

We will begin with a description of a two-year project that involved thefollowing four parts: 1) a three-day capsule course in informal logic for thirty ofthe district's K-12 teachers; 2) a study of the teacher behaviors, classroomdesigns, and strategies that stimulate critical thinking; 3) an applications workshop where teachers wrote curriculum, developed peer coaching and clinicalsupervision techniques, and filmed their lessons for critique; and 4) thedevelopment of a trainer's box of films, curriculum, handouts, and lessonplans.

Materials will be displayed. Evaluation techniques and subsequent programswill be discussed.

Phyllis Schafly and her Eagle Forum organization actively campaign toeliminate any educational approach in the classroom, including theteaching of "higher order critical thinking skills", which may result inchildren questioning attitudes, behavior, values, standards, beliefs, and soon, whether their own, those of their family and friends, the government,or society at large. The Eagle Forum in effect demands that educatorssupport and participate in teaching students to accept, without question,anything they are told by those in positions of authority (namely thosewho hold the particular religious and political points of view espoused bythe Eagle Forum and the Moral Majority at large).

Schafly and her followers, under the guise of preventing "child abuse" inthe classroom, present a very real threat, in particular, to critical thinkingprograms and, in general, to the very democratic ideals on which thiscountry was founded. Ms. Brooke will provide a brief overview of two ofSchafly's works, then guide participants through a brainstorming sessionto develop strategies for dealing with and countering attacks against theeducational process as it should exist in a democracy.

Forces Against CriticalThinking-Dealing with theMoral Majority

Ives: Warren)

Who's Accountable forThoughtfulness: Policy and theHigher Literacies '

36

1:30-3:00(August 3

Brown, RexfordDirector, Higher Literacies ProjectEducation Commission of the States1860 Lincoln Street, Suite 300Denver, CO 80295

At a moment when there are calls for yet another wave of reforms in K-12and undergraduate education, it is critical to assess the influence of variouseducation policies on schools and colleges. It is particularly critical whenthe aim of reforms is to instill much higher levels of literacy in a muchbroader range of students than ever before in American history, since mosteducation policy of the last two decades has been aimed at ensuringminimum levels of performance and minimum standards of access toknowledge. We have to ask what minimums-oriented policy can do topromote such "higher literacies" as critical thinking, problem solving,ethical discourse and greater thoughtfulness in gener~J.

With a grant from the John D. and Catherine T. MacArthur Foundation,the Education Commission of the States is investigating crucialintersections of policy and higher literacies programs. We want to know towhat degree various policies constrain the development of much higherlevels of literacy in a much broader range of students and to what degreevarious policy mechanisms could be used to promote those goals. We areparticularly interested in four clusters of policies: testing assessment andaccountability policies; curriculum apd textbook pol1cies; policies withregard to teacher training, inservice and pedagogical behavior; and policiesthat direct the flow of money in the system either toward or away frominnovation. In each of these clusters, there are opportunities either tostrangle innovative higher literacies programs or to empower them. WeWant to detail some of those opportunities.

We are currently pulling together research that bears on this issue and willtranslate it into terms useful for policy making. We are working on amanuscript on the politics of literacy and we'll be conducting case studiesin the following year or next year in a number of schools making variousefforts to develop higher literacies curricula. We hope to detail in those casestudies the policy environments that either support or discourage higherliteracy efforts. -

ART 108)

35

1:30-3:00(August 5

Brooke, Jenna K.P.O. Box 833Cotati, CA 94928

Browne, M. Neil Questioning StrategiesCo-Presenter that Facilitate CriticalKeeley, Stuart M. Thinking

Few questions of any kind are asked in classrooms. Yet, a variety ofteaching objectives can be achieved by asking appropriate questions.Participants will be shown a videotape demonstrating the use of specificquestions from Asking the Right Questions to teach critical thinking. Severalquestioning strategies for eliciting different levels of cognitive activity willbe demonstrated through questioning of workshop participants.A~~ition~lly,. an e.xplicit order and logic of questioning for generatingcntIcal thmkmg Will be presented and contrasted with more traditionalquestioning strategies. Teacher and student resistance to classroomquestioning will be addressed directly.

Browne, M. Neil· Designing FacultyProfessor Development Programs forDepartment of EconomicsBowling Green State University Integrating Critical ThinkingBowling Green, OH 43403 Across the CurriculumMany teachers who desire to encourage critical thinking have no formaltr~ining in either critical thinking or pedagogical techniques that mightstimulate such thinking. Administrators often respond with some form offaculty development program, designed to at least partially rectify thoseweaknesses. What works? What kinds of pitfalls do faculty developmentprograms typically encounter? What can be done to encourage long-termeffects of faculty development?

The format for this presentation will be a dialogue between someoneplanning a faculty development program and a potential participant in theprogram. The content of the dialogue will reflect both the author'sresearch on effective faculty development, as well as his own experience asa facilitator at numerous faculty development workshops.

STEV 2049)

NICH 173)

Are We Really TeachingCritical Thinking? HowWould We Know?

3:15-4:45

38

10:30-12:00

(August 4

(August 4

Browne, M. Neil

Co-PresenterKeeley, Stuart M.

Mini-Critical Thinking Course:The Unnecessary TensionBetween Values Analysis andCritical Thinking

The dichotomy between values and thinking is one that many embrace. Ourapproach to critical thinking, explained in Asking the Right Questions, deniesthe dichotomy and builds into the critical thinking process the identificationand assessment of value assumptions. Values are thereby given credit aspotential support for reasoned opinions.

The format for this workshop will be a modeling exercise in which thepresenters will conduct a brief class in which values analysis is used as acomponent of critical thinking. Included in the exercise will be a process foridentifying value assumptions and then reacting to them. Then participantswill be invited to join the class to experience the integration.

The workshop will conclude by creating a dichotomy between types ofvalues education that are inappropriate to the critical spirit and thoseconsistent with critical inquiry.

Browne, M. Neil

Co-PresentersKeeley, Stuart M.Kubasek, Nancy K.Giampetro, Andrea M.ProfessorDepartment of Management and LawLoyola CollegeBaltimore, MD 21210-2699

Assuming that assessment of critical thinking frequently requires briefessay instruments, this presentation describes a process for adapting essa;tests, such as the Ennis-Weir Test, to particular educational contexts. Thepresenters will illustrate the process by sharing preliminary results from anassessment project comparing the critical thinking competencies of honors- nonhonors students, state university - liberal arts college students andst~de?ts taking a critical thinking course - students not taking a c:iticalthmkmg course.

Scoring fo:~ats that make essay tests more se~sitive to identifying variouslevels of cntI~al thinking will be demon&trated. This workshop will providean op~ortumtyfor those anticipating or experiencing assessment demandsto deSign an approach that will contribute to improved teaching of criticalthinking.

ART 108)

STEV 3008)

37

10:30-12:00

3: 15-4:45

(August 2

(August 2

A team approach has been used effectively in the State of Washington toinstitute and improve the teaching of critical thinking in elementary,secondary and higher education. Central to this team is effectivenetworking that exists between and among the educational service districts(ESDs) and the curriculum and instruction leadership of the state office.Employee and curriculum organizations as well as parent, citizen andbusiness associations have joined in this team effort focused on theteaching of thinking skills at all levels. Organizing and networkingtechniques employed will be discussed at the presentation along withapproaches taken to garner support of the educational groups, citizenorganizations, and outside enterprises.

8:45-10:15

The purpose of Clayton State College's project is to develop a coherent,unified general education program which contributes to the development ofgeneric skills and perspectives and the integration of these into a frameworkwithin which an individual is able to approach learning and living. Clearlydefined outcomes which provide focus for curriculum and instruction andvalid procedures for assessing these outcomes must be the foundation of sucha program. Two of these outcomes - Critical Thinking and Communication- are skills-related, and six of these - aesthetic, 'contemporary, historical,mathematical, scientific, and value - are knowledge-based frames of referencewithin which one understands, interprets, and evaluates what heencounters.In April 1984, multidisciplinary committees (Outcome Councils) wereappointed and charged to plan and coordinate all work related to the incorporation of these outcomes in the general education program of the college.Since their inception, these Councils have been working on the description,components and the development of a process and means for the collegewide assessment of the outcomes. It is the intent of this workshop to 1) give abrief historical view of CSC's general education program, 2) describe thecurrent status of the Critiml Thinking, Contemporary Perspective andValue Perspective Outcomes,' 3) discuss the "Conceptual Framework" forintegrating Critical Thinking into the CSC curriculum using Contemporaryand Value Perspectives as examples, and 4) give examples of potentialassessment instruments that are to be used on a pilot basis to assess CriticalThinking at CSc.This project was supported in part by a grant from the U.S. Department ofEducation: Fund for the Improvement of Post-Secondary Education. Grant#1l6AH31114

Teaching and Assessing CriticalThinking in an OutcomeFocused, Assessment-BasedGeneral Education Curriculum

Carpenter, C. BlaineProfessorDepartment of BiologyClayton State CollegeMorrow, GA 30260

STEV 3008)

Effective Design for CriticalThinking lnservice

(August 4

Bumgarner, KenDirector of Basic EducationState of Washington, Superintendent of

Public InstructionOld Capitol Building, FG-I IOlympia, WA 98504

(August 4 1:30-3:00 NICH 166)

Teaching Critical ThinkingAcross the Curriculum

Chaffee, JohnProfessor I AuthorDepartment of PhilosophyLa Guardia Community CollegeLong Island City, NY IIlOI

This session will explore an established interdisciplinary program whichteaches and reinforces fundamental thinking skills and critical attitudesacross the curriculum. The program is centered around Critical ThoughtSkills, .a course specifically designed to improve the thinking, language andsymbolic abilities of entering I college students. The course has beenintegrated into the curriculum through an NEH funded project of facultytraining and curriculum re-design. In addition to reviewing the structure,theoretical perspective and evaluative results of the program, specialattention will be given to exploring practical approaches for developingthinking abilities.

39

(August 2 1:30-3:00

40

ART 108)

NICH 173)

Supposing in Geometry andAlgebra: Induction andComputers in theMathematics Curriculum

8:45-10:15(August 3

Collison, GeorgeComputer CoordinatorHolyoke Public Schools500 Beech StreetHolyoke, MA 01040

Computers offer a very rich environment for both study and explorationin elementary and secondary school mathematics. They provide ways topromote interest and active involvement in mathematics, as well as assiststudents to become effective manipulators of symbols.

On the elementary and tunior high level Logo offers a very richenvironment to develop students' geometric intuition and problem solvingskills. Geometry has always been a difficult subject to teach in a way thatinvolves personal activity and discovery on the part of students.Traditionally, students of geometry are passive learners of truthsdiscovered ages ago. A curriculum using Logo in intermediate grades andcontinuing with the Geometric Supposer at junior and senior high schooldoes encourage learning through personal discovery and induction ingeometry.

A general graphing utility likeCompucalc can extend this personal,inductive approach into instruction in Algebra and Pre-Calculus.Programs such as these encourage a "problem solving lab" approach inthese subjects that was not possible before. Limited- English speakingstudents have shown considerable success using math curricula based onthis laboratory approach, as the center of learning is their own interactionwith the mathematical material rather than concepts set out in a text theyhave difficulty comprehending.

STEV 2049)

STEV 1002)

The California AssessmentProgram Direct WritingAssessment

1:30-3:00(August 3

(August 5

Chaffee, John Mini-Critical Thinking Course:Critical and Creative ProblemSolving.

Solving problems effectively involves an integrated set of critical andcreative thinking abilities. This workshop will introduce a versatileproblem solving approach which is useful for analyzing complex problemsin a creative and organized fashion. Participants will work through asequence of problems, individually and in small groups, and will be giventhe opportunity to discuss and critically reflect on the learning process. Inaddition, participants will explore ways of incorporating problem solvingapproaches into the courses that they teach.

Claggett, FranEducational Consultant14165 Green Valley RoadForestville, CA 95436

The CAP Direct Writing Assessments is an assessment program designedto involve teachers in all phases of composition curriculum reform. TheCalifornia Assessment Program boldly assesses many of the different kindsof writing that make up an exemplary school writing program. In thissession, participants will receive an overview of the types of writingcurrently tested at grade eight and proposed for high school, theinnovative scoring system devised to assess the thinking and writing skillsinvolved in each type of writing tested, and observations based on the firststatewide reading conducted last month.

4142

Collison, George Problem Solving in theWriting Curriculum

The heart of our writing curriculum is the development of critical thinkingand problem solving skills through the Polya model. We use the wordprocessor as a tool, the Polya model of problem solving as the framework,and a journalistic, expository format as the vehicle for teaching thinkingskills through writing.

The journalistic, expository format best suits the needs of beginningstudents. The form is limiting but it does provide students with a model forclarity, conciseness, sense of audience, logical connection, and style that allstudents can appreciate. Also the structure demanded by journalisticwriting gives beginning writers a framework to organize their thoughts aswell as clear criteria to evaluate the work of others. Writing in this form istaught as a problem solving activity, with definite purpose and guidelines.

The four steps of the Polya model are: (1) define the problem; (2) choose aplan; (3) execute the plan, and (4) verify solution. Each of the four steps ofthe model has a direct application in process writing instruction.

Editing and classroom publishing techniques are described which detailhow to develop problem solving skills using the Polya model in order to aidstudents in clarifying their thoughts and refining expository skills. The goalis to develop good thinking that is both critical and reflective. Computersare used to make students active participants in their own education.

Collison, Judith Critical Thinking in theClassroom: Setting Goals

Critical thinking needs to be incorporated into classroom instruction in'two stages. The first stage is the overall organization of the course in such away that connections are made explicit. The second stage is theredesigning of actual units or lessons to promote critical thinking.This workshop is based on the following ideas:

1) The goals should be organized around one or few germinal ideas.Information or concepts with internal connections are easier to learn thanis unconnected material.

2) Learning must be put in perspective to provide continuity with thehistory of ideas, educational history of students 'and personal experiencesof students.

3) Curriculum must be geared to encouraging independent and creativethought.

4) Goals of instruction need to be clearly stated to the students.

(August 3 1:30-3:00 NICH 173)

(August 5 10:30-12:00 ART 108)

STEV 3040)

44

8:45-10:15(August 3

Coodley, LaurenProfessorDepartment of PsychologyNapa Valley CollegeNapa, CA 94558

Math Without Fear: TeachingStudents Critical Thinkingabout Math Education,Technology, and the Tyrannyof The Right Answer

I will share resources and ideas for using students' math anxieties as theb?ses for ~ critical approach to education and technocracy. Their pasthistones WIth math serve as a basis for a critique of how math was taughtto them, of their own perceptions of mathematics and of the role oft~inking skills in math. They are empowered by unde~standing the hiddenhI~t.ory of women in science and invention, and become aware of thecntICal et,~ical debate regarding the uses of science and math in projectsSuC~?S Star Wars" and genetic engineeripg. They learn to critiqueSt~tIS~ICS, t~ wr~te their own word problems, and to use problem-solvingskIl~s In theIr pnvate lives. The history of the grade system and criticisms oftestIn~ are explored and debated. Educators" current debates on theteachIng of mathematics are introduced. I will be sharing my syllabus,handouts, and classroom techniques.

NICH 166)

Critical Thinking in theClassroom: Information,Implication, Inference

10:30-12:00

43

(August 4

Collison, JudithAssistant ProfessorDepartment of PhilosophyWestfield State CollegeWestfield, MA 01082

The traditional goal of education has been the teaching of information tostudents. Although lipservice has been paid to teaching them how to usesuch information, teaching and testing have concentrated on the bankingmodel of learning. The proliferation of information in our times has madethe situation more serious. Students seem unable to distinguish betweenstrings of facts and implied relationships. Similarly, in constructingarguments they often "let the facts speak for themselves", they establish noexplicit connections between the facts. The sheer volume of informationsurrounding us makes establishing connections almost superfluous. It mustbe shown that 'almost' is not good enough.

As a first step, it is essential that information be acquired, clarified,organized and understood. The use of information in reasoning processesmust then be taught. The study of logical implication connectsinformation acquired with the process of inference. My courses andworkshops in teacher education in critical thinking are organized aroundthis structure. At each stage, teachers use the same overall format, so thatno skill is taught in a vacuum. Each lesson or unit must incorporate thisgoal. Gathering information, rules of implication and methods of inferenceare connected in all teaching.

NICH 166)

Teaching Critical Thinkingwith Fresh Real-LifeArguments

8:45-10:15(August 3

Darner, T. EdwardProfessor / AuthorDepartment of PhilosophyEmory and Henry CollegeEmory, VA 24327

This workshop will demonstrate ways of teaching a course in criticalthinking which utilizes only current real-life arguments. The argumentstreated in such a course are never more than a week old and are provided bythe students from their own reading materials and personal experiences.Attention will be given to some suggestions for structuring such a course andto techniques for evaluating'student-selected arguments.

STEV 3008)

Faculty Development inCritical Thinking

10:30-12:00(August 3

Corso, AnthonyProfessorManagement ProgramSt. Mary's CollegeP.O. Box A-CMoraga, CA 94575

Co-PresenterRomain, DianneAre you not sure whether you are teaching critical thinking because youare not sure what critical thinking is and how it applies to your discipline?In this workshop we will talk about how to discover and articulate thecritical thinking processes you use in your disciplines. We will also describefaculty development workshops in critical thinking at Gonzaga Universityand St. Mary's College. Handouts on general critical thinking skills,socratic questioning, and critical thinking pedagogy will be available.

What Human Beings DoWhen They BehaveIntelligently and How TheyCan Become More So

Darner, T. Edward Can Critical Thinking Save UsFrom Relativism?

This paper will examine the question of whether the skills and techniques ofcritical thinking have the pQwer to deliver us from the--relativism which itwas, in part, designed to combat. if two thinkers come to oppositeconclusions about a substantive issue, can both of them still qualify ascritical thinkers - at least with regard to that issue? Are contrary positionsequally deserving of acceptance by critically thinking minds? If so, what aresome of the implications of such a view? Shouldn't critical thinking help oneto ascertain which idea or course of action is the best of the alternatives? Ifnot, in what sense is critical thinking a worthwhile enterprise?

Costa, ArtProfessor / AuthorDepartment of EducationCalifornia State University, Sacramento6000 JStreetSacramento, CA 95819-2694

Studies of efficient thinkers by Feuerstein, Sternberg, Glatthorn andBaron, and others have yielded some rather consistent characteristics ofeffective human performance. Studies of home, school, and classroomconditions, and the significance of mediative behaviors of parents andteachers are increasing our understanding of how to enhance theacquisition and performance of intelligent behavior. In this session, twelvequalities of human intelligent behavior will be cited; indicators of theirpresence and increased performance in the classroom will be identified;and school, home, and classroom conditions that promote theirdevelopment will be presented.

(August 3 1:30-3:00 NICH 166)

(August 4 8:45-10:15 IVES: Warren)

STEV 2049)1:30-3:00

46

(August 4

Darner, T. Edward Mini-Critical Thinking Course:What the Fallacies Can TeachUs About Good Arguments

This section of the "mini-course" on critical thinking will demonstrate howa ~nowledge of the fallacies commonly found in arguments can inform andgUideus toward the construction of good arguments. A fallacy is definedby the worksho~ leader as a violation of one of the three criteria of a goodargument. SpecIal ~tte~tion will be given to the process of identifyingsuch errors and of flOdlOg effective ways of turning poor arguments intobetter ones.

STEV 3049)

Teaching Critical Thinking inThird and Fifth Grade

1:30-3:00

45

(August 3

D'Angelo, EdwardProfessorDepartment of PhilosophyUniversity of BridgeportBridgeport, CT 06601

A curriculum approach of integrating affective and cognitive dimensionsin teaching critical thinking to third and fifth graders will be presentedwith special emphasis on using examples from literature, social studies andscience.

DeCapite, Connie Critical Thinking ThroughThematic Units

This workshop explores how to develop a thematic unit through whichcentral concepts are developed, expanded, clarified, reinforced andconnected as one moves through a variety of studies and genres ofliterature. This allows for in-depth, holistic, interdisciplinary study throughwhich critical thinking can flourish. This approach is compatible with theCalifornia State Language Arts Model Curriculum Standards. A sampleone semester thematic unit entitled Critical Thinking, Ethics and Principles ofDecision Making, suitable for intermediate and high school students, will bepresented.

DAR 112)

Strategies for Critical ThinkingImplementation at NorthHumboldt Union High SchoolDistrict

8:45-10:15(August 5

Edwards, JoeTeacher, Social ScienceMcKinleyville High School1300 Murray RoadMcKinleyville, CA 95521

Co-PresentersEdwards, AllanTeacher, EnglishMcKinleyville High School

Duran, DavidDistrict SuperintendentNorth Humboldt Union High School Dist.1300 Murray RoadMcKinleyville, CA 95521

The purpose of this demonstration is threefold: 1) to de~onstrate the valueof a strong, ongoing staff development program as a prerequisite toimplementation of critical thinking into the curriculum, 2) to review pastand present strategies for full implementation of critical thinking into thecurriculum, and 3) to present our current state of progress.To achieve the above aims, we will explain how our staff developmentprogram evolved and led to national recognition from the CarnegieFoundation and in turn led to first steps toward full infusion of criticalthinking into the district's cu.rriculum. In this context, we will discuss theimplementation of district programs and Project Impact and how they servethe needs of our staff development model. There will be an explanation ofprevious strategies and challenges to implementing critical thinking thathave spanned several years and how this advanced planning avoids thedanger of superficial "reform."

DAR 112)

DAR 112)

Language Arts and CriticalThinking for Remedial andESL Students

3:15-4:45

10:30-12:00

(August 2

(August 2

DeCapite, ConnieReading Resource Specialist /

Mentor Teacher,Santa Ana Unified School District

601 W. AlpineSanta Ana, CA 92707

This workshop will focus on two specific components. Initially, thepresenter will discuss the benefits of using critical thinking skills to helplow achieving or ESL students develop language, reading and writingproficiency. The second part of the workshop will focus on how to developand implement a language arts program consisting of activities utilizingcritical thinking stategies and interdisciplinary materials. Teachers willreceive units of study which were designed for use with Chapter I middleschool students. However, since the strategies and content are universal innature these units could be modified to serve any student.

STEV 3008 Part 1)

STEV 3008 Part 2)

Writing Critical ThinkingTest, Parts 1 and 2

10:30-12:00

1:30- 3:00

48

(August 2

(August 2

Ennis, Robert H.ProfessorDepartment of Educational

Policy StudiesUniversity of Illinois,

Urbana-Champaign1310 South Sixth StreetChampaign, IL 61820

Robert H. Ennis, co-author of five critical tpinking tests, will examineproblems in making critical thinking tests, and will suggest guidelines forwriting critical thinking test items and tests. Participants will form smallgroups and practice writing items. Results will 'be discussed. Participantsshould plan to attend both sessions.

CS 68)

Coming to Grips withthe Mass Media

3:15-4:45

47

(August 2

Dorman, William A.ProfessorDepartment of JournalismCalifornia State University, Sacramento6000 J StreetSacramento, CA 95819

Critics from C. Wright Mills to Neil Postman have made a persuasive casefor the possibility that the popular media do far more to undermine criticalthinking than encourage it. Given that the cultural apparatus shows nosign of undergoing a major change in the near future, teachers must helptheir students devise strategies for living in a second-hand worldmanufactured to a significant degree by the news media and popular arts.Toward that end, the emphasis in this presentation will be on 1) analyzingproblems in how the media present the world, particularly in the realm offoreign relations; 2) developing standards for judging media performancethat go beyond personal opinion; and 3) devising instructional exercises forcritical analysis of media.

Feare, JohnCounselorGrossmont Community College8800 Grossmont College DriveEI Cajon, CA 92020

Critical Thinking and theCultivation of Intellectual andMoral Virtues withina Theological Dimension,K·Graduate Schooland Beyond

Progress toward a genuinely free society, entailing "not merely selfdetermination and self-realization, but rather the determination andrealization of goals which ,enhance, protect, and unite life on earth"(Marcuse), would be facilitated by the cultivation of suchintellectual/moral virtues as humility and empathy (Paul); of such "greatvirtues" as love of truth and generosity (Ginzburg); and of such "cardinalvirtues" as honesty in submitting to criticism and justice in giving duerecognition to others (MacIntyre). These are four of the increasing numberof contemporary voices which dare use such terms as "moral" and "virtue;'indicating that we have come, thankfully, a long way from the days inacademe when nothing was "better" or "worse" than anything else butonly "different:'

But why are humility, empathy, love of truth, and generosity better thantheir opposites or than any other characteristics? The arguments will bepresented that "virtues" remain simply a matter of preference or taste if notfounded in a theological or transcendent dimension; that consideration ofsuch ultimate questions should permeate the curricula, K-GS; that thedeliberate cultivation of a "critical spirit" in all students is not onlycompatible with but essential to the development of meanings that comefrom the creative depths of the life force of increasingly autonomousindividuals who encourage the autonomy of others; and that integratingteaching for critical thinking, moral integrity, and citizenship must be acollaborative effort among all facilitators of learning, e.g., instuctors,librarians, and counselors.

Ample time will be allowed for discussion.

STEV 3040)

Celebrating the Bicentennialof the Constitution ThroughMaterials and Activities whichEmphasize Critical Thinking

10:30-12:00(August 3

Erickson, RoyConsultant, Center for Civic

Education / Program Specialist,San Juan Unified School District3738 Walnut AvenueCarmichael, CA 95609-0477

The goal of this session is to present the rationale and methodology of theCenter for Civic Education's 1987-91 National Bicentennial Competition onthe Constitution and the Bill of Rights. Participants will examine materialsdeveloped to increase student knowledge, understanding and criticalthinking skills. The Competition calls for student cooperation in thelearning process and has a non-competitive alternate form of participation.

The Center's K-12 Law in a Free Society curriculum will also be discussedwith a focus on lessons which relate Constitutional issues to fundamentalconcepts, call for involvement in decision-making activities and use"intellectual tools" to develop more thoughtful positions. The presentationwill involve the participants in activities and will include handouts of samplelessons.

Exton, William A Proven Approach to andPresident a Primary Resource forInstitute of General Semantics f40 Central Park South the Teaching 0

New York, NY 10019 "Critical Thinking"General Semantics provides a systematic, workable discipline for relatingeffectively and relevantly to "the world outside the skin", including "theworld of words". General Semantics helps us to be more aware of theassumptions that govern our own and others' evaluative processes; todiscern more functionally whatever "solid teritory" there may be behindthe verbal "maps"; and even to infer the purpose of the "map maker".

(August 5 1:30-3:00 NICH 166)

(August 5 1:30-3:00 STEV 2049)

49 50

STEV 3040)10:30-12:00(August 4

Fisher, Alec Critical Thinking anda Key Question

A novel method of argument analysis/critical thinking is demonstrated inthe author's other workshop Critical Thinking about Thomas Malthus. Thisworkshop is a discussion about the underlying principles of that method,especially 'If you understand a (factual) sentence you must be able to give atleast some account of how you could decide whether it was true or false,what argument or evidence would show it to be true or false (otherwise youdon't understand it at all).' This workshop will look at some examples whichpresent problems for informal .logic and critical thinking and will show howthe author's approach overcomes them. It will stress how far one can get by'thinking things through for oneself' and it will answer some philosophicalquestions raised by this approach. .

STEV 3049)

Three Ideals ofCriticalThinking (Socrates,Galileo, Marx)

10:30-12:00(August 5

Finocchiaro, Maurice A.ProfessorDepartment of PhilosophyUniversity of Nevada, Las VegasLas Vegas, NV 89154

I discuss a university course I have been teaching for about fifteen yearsand some of the philosophical problems and conclusions it suggests. It is anIntroduction to Philosophy in which I present Socrates as a supremeexemplar of moral critique, Galileo as a classic model of methodologicalcriticism, and Marx as a paradigm instance of social criticism, leading to acomparison and contrast among the three. I first explain the aims, content,structure, and rationale for such a course, and I report on some of mypedagogical experiences. Then I reflect on these three critical thinkers inorder to formulate some conclusions, or at least some problems;concerning the nature of critical thinking; its relationship to mQral critiqueand to other kinds of criticism; its relationship to philosophy, to logic, andto science; the variety of approaches to critical thinking; the relationshipbetween this trichotomy and the current distinction between strong andweak senses, etc.

NICH 173)

Critical Thinking and the Lifeof the Mind

52

8:45-10: 15(August 4

Freeman, James B.Professor / AuthorDepartment of PhilosophyHunter College/C.U.N.Y.695 Park AvenueNew York City, NY 10021

This is an introductory presentation on the exciting breadth and depth ofissues involved in critical thinking. Critical thinking will exhibit threedistinctive hallmarks: it will be relevant; it will demand adequate reasons; andit will be rational. Thinking exhibiting just the first two hallmarks is weaksense critical thinking. Strong sense critical thinking demands the thirdcondition be satisfied as well. But this is where the excitement begins,especially when we ask how rationality may be expressed. According toAristotle, there are three goals of a rational person-Right Thinking(Believing), Right Willing, and Right Wanting. Thus we can claim thatrationality embraces all of our mental life, since we may express ourrationality in pursuing these three goals. We shall discuss what is involvedin each of them. The issue of Right Wanting in particular leads directlyinto the issue of the critical spirit or the rational temper. This involves awillingness to test one's beliefs, choices, desires-it involves a sense of nonattachment. A commitment to strong sense critical thinking then involvesthe whole person and has ramifications for the whole of how we live.I hope my survey will spark discussion to further explore these issues.

STEV 3040)

Critical Thinking aboutThomas Malthus

8:45-10:15

51

(August 4

Fisher, AlecProfessorSchool of Economic & Social StudiesUniversity of East AngliaNorwich, England, NR47JT

Thomas Malthus published his famous Essay on the Principle of Population in1798. It contains a beautiful argument which is still widely believed. I willuse this example (and others if there is time) to illustrate a new method ofcritical thinking about arguments. Its essential principle is, 'If you understand a (factual) sentence you must be able to give at least some account ofhow you could decide whether it was true or false, what argument orevidence would show it to be true or false (otherwise you don't understandit at all)'. Using this approach reveals surprising flaws in Malthus'argument. To obtain maximum advantage from this workshop you shouldcollect a copy of Malthus' basic argument and write your own answers tothe attached questions before the class begins. Copies are available fromthe conference desk.

Freeman, James B. Mini-Critical Thinking Course:Argument Diagraming

Many recent texts have incorported a way of displaying the structure ofarguments through so-called tree or circle-and-arrow diagrams. This isbecoming a standard component of basic critical thinking instruction. Thepurpose of diagraming is to display perspicuously what supports what, orwhat is claimed to support what, in an argument. The utility of this isobvious. How can we cogently criticize or evaluate an argument unless weperceive what supports what? This unit of the critical thinking course willpresent argument diagraming as developed in my forthcoming text ThinkingLogically: Basic Concepts for Reasoning (Englewood Cliffs, N.J.: Prentice-Hall,1988). I shall present the four basic argument structures: convergent, serial, .divergent, and linked. I shall point out how these structures may bemotivated by very straightforward questions which could easily arise inconcrete situations where two people are deliberating some issue. I shall alsopresent some structural notions developed by Stephen Toulmin in The Usesof Argument (Cambridge: Cambridge University Press, 1958), which I haveincorporated in the diagraming technique of Thinking Logically. Again, thesenotions can be motivated by questions arising in an argumentativediscussion. I shall then apply this diagraming procedure to display thestructure of various sample arguments.

Freeman, James B. Meaning, Commitment, andthe Critical Spirit

In my presentation, "The Human Image System and Thinking Critically inthe Strong Sense" at last summer's Fourth International Conference onCritical Thinking and Educational Reform, I discussed how one centralfactor in the growth of the image system-the totality of our images of selfand world, together with our values and stereotypes-is the desire formeaning. I characterized this desire as a basic but nonetheless subjectivehuman need. I argued for the need to have a comprehensible picture of theworld, to feel at home in the universe. This can put us in jeopardy as criticalthinkers, however, since we may develop images, with their componentbeliefs and attitudes, not based on how the world is but on how they mayserve this subjective need.

This, however, may put the human quest for meaning in an unfairlynegative light. Is the quest for meaning a basic human quest, as much a partof our being human as our thinking, knowing, talking, breathing? If this isso, then critical thinkers, insofar as they are human, are as much involved inseeking meaning as anyone else. I will look at scientific inquiry as oneexpression of this quest for meaning. Following Thomas Kuhn in TheStructure of SCientific Revolutions, I shall explain how possibilities for meaninginvite commitment. I will then explore whether these scientific commitmentsare antithetical to critical thinking or whether they reveal how commitmentcan be rational. Can we develop a charitable way of thinking critically aboutcommitments? I will conclude by discussing rational commitment and thecritical spirit.

STEV 3040)

STEV 3046)

The Role of Philosophy &Rhetoric in Critical ThinkingInstruction

Rhetoric and Logic inCritical Thinking

8:45-10:15

3:15-4:45

54

(August 5

(August 4

Freund, GeorgeProfessorDepartment of PhilosophySanta Rosa Junior College1501 Mendocino AvenueSanta Rosa, CA 95404

Co-presenterPerella, JackProfessorDepartment of Speech CommunicationsSanta Rosa Junior College

Although the fields of rhetoric and philosophy have traditionallyperceived themselves as being at odds with one 'another, professors fromboth disciplines are frequently expected to teach courses which meetcritical thinking requirements. Two instructors at Santa Rosa Jr. College Jack Perella in Speech and. George Freund in Philosophy - havecollaborated on a team-taught class which presents both the rhetorical andthe philosophical approaches to critical thinking. The purpose of thiscourse is to give the students an opportunity to 1) benefit from the insightsof both traditions, 2) evaluate for themselves the relative strengths andweaknesses of the two approaches, and 3) to observe the process of criticalthinking as exemplified in the dialogue between the instructors in the classroom. In our presentation at the conference, we will d~cuss the results ofthis experiment. Specifically 'we will consider both what the students andinstructors gained and sacrificed in this particular team-teachingenvironment. Finally we will discuss what this experience has taught usabout philosophy, rhetoric and critical thinking.

Garver, EugeneProfessorMcNeeley Chair in ThinkingSaint John's UniversityCollegeville, MN 56321

Practical reasoning presents a danger parallel to the danger of hastygenerali,mtion in scientific thinking. In practical reasoning, the chiefdanger is a too rapid movement from premise-"This is good"-toconclusion-"I want it," "It's good for me," or "I will do it." Classicalrhetoric offers useful resources for slowing inference down, making themove from universal affirmation to particular conclusion more deliberate. Iwill consider three of those resources, the discrimination of kinds ofpractical thought, the injection of the- character of the speaker and theemotions of the audience as part of a practical argument and of itsevaluation, and the discoveryof practical truths that need multiple voicesfor their enunciation.

NICH 173)

STEV 2049)

53

1:30-3:00

3:15-4:45

(August 5

(August 4

Garver, Eugene Faculty Development forCritical Thinking

Saint John's University, with the assistance of the Joyce Foundation, hasbeen able to hold workshops on critical thinking for faculty from a varietyof disciplines. This session will begin with an informal account of thoseworkshops, and then move to some general conclusions about what issuccessful and what should be avoided in faculty development projects oncritical thinking. Participants considering similar projects, or withexperience in faculty development in critical thinking, are especiallyinvited, since the focus of the session should be on deciding which featuresof such projects are or should be transferable or replicable. Having sketched the situation with regard to the t.eaching of argumentation

analysis and critical thinking in Western Europe, Frans van Eemerenexplains in more detail the educational situation in the Netherlands. Inparticular, he will give an overview of the research done to develop textbooks and other educational tools for the teaching of informal logic. Hedifferentiates between the various educational fields and traditions, and outlines the approaches which proved to have been the most fruitful. He willillustrate this by way of some practical examples.

Having sketched the Dutch education system, Rob Grootendorst explains inwhich types of schools argumentation analysis and critical thinking arebeing taught, and on what level. In particular, he describt:.l' the methods usedin the curricula and the position taken by this type of education in thecurricul.um as a whole. Using the Faculty of Law as an example, he showsthe vanous components of one such curriculum as far as informal logic isconcerned. He also indicates in what other fields argumentation theory isapplied in the Netherlands.

(August 2 1:30-3:00 NICH 173)

Grootendorst, RobProfessorUniversiteit van AmsterdamInstituut voor NeerlandistiekSpuistraat 1341012 VB AmsterdamNetherlands

Co-Presentervan Eemeren, Frans H.ProfessorUniversiteit van AmsterdamInstituut voor Neerlandistiek

Teaching ArgumentationAnalysis and Critical Thinkingin the Netherlands '

Glaser, Edward M. Using the Watson-GlaserPresident Critical Thinking AppraisalHuman Interaction Research Institute1849 Sawtelle Boulevard #102 (CTA) As a Teaching as wellLos Angeles, CA 90025 as Testing ToolPrior to this session at the conference, Form A of the CTA will beadministered to a group of students. From this group, several individualswho scored low but give other evidence of having superior intelligence andup-to-grade-Ievel reading comprehension skills will be invited to participatein a video-taped feedback by use of a modified Socratic dialogue sessionrelated to performance on the CTA. The tape from the interaction withone such student will be played and discussed at the conference session.The expectation is that by leading the student to examine his/her ownreasoning, the individual will come to see principles (not just the logicallycorrect answers to test items that had been answered incorrectly), andachieve a significantly higher score on retest with Form B of the CTA. Theactual scores on the two Forms will be reported, with interpretivecommentary.

(August 4 8:45-10:15 STEV 2049)

(August 3 3:15-4:45

55

STEV 1002)

56

Hanford, George Unexpected ConnectionsPresident EmeritusThe College Board45 Columbus AvenueNew York, NY 10023

An educational bureaucrat's interest in critical thinking has led to someunexpected encounters with such diverse topics as legislation, hoola hoops,Howards End, the bulls of Pamplona and the Sistine Chapel - encountersgenerated by the growing influence of the critical thinking movement.

Grootendorst, Rob Argumentation and FallacyAnalysis in a Pragma-

Co-presenter Dialectical Perspective,van Eemeren, Frans H. Parts 1 and 2Starting from the theoretical background sketched in their book Speech Actsin Argumentative Discussions (1984), van Eemeren and Grootendorstsystematically point out that argumentation discourse can be analyzed aspart of a critical discussion between two parties who are trying to resolve adispute and that fallacies can be analyzed as violations of a code of conductaimed at furthering such a resolution. For this purpose Searlean insightsconcerning speech acts and Gricean insights concerning co-operative verbalinteraction are integrated into a comprehensive approach tocommunication. This approach is used by van Eemeren to deal with theproblems encountered when interpreting argumentation discourse andwhen analyzing complex argumentation.

Having supplied the instruments for examining the stages in which a criticaldiscussion develops, rules will be suggested for each stage, and fallaciesanalyzed as specific violations of these rules. In this way, an endeavour willhave been made to lay new and sound theoretical foundations for theanalysis of argumentation and for systematically detecting andcharacterizing fallacies. Starting from this pragma-dialectical perspective, vanEemeren will concentrate upon the problems concerning argumentationanalysis, whereas Grootendorst will concentrate on problems concerningfallacy analysis. In both cases practical examples will be presented toillustrate the main points.

DAR 108)

ART 108)

CS 68)

Critical Thinking: TeachingStrategies to Involve AllStudents in Higher LevelCognitive Processes

Critical Thinking andEthical Absolutes

58

1:30-3:00

1:30-3:00

8:45-10:15

(August 2

(August 4

(August 5

Hanson, J. RobertPresidentHanson, Silver, Strong &

Associates, Inc.Corporate and Publishing OfficesBox 402Moorestown, NJ 08057

This presentation will assist participants in better understanding differentstyles of thinking, and the use of particular teaching strategies todeliberately invoke different forms of the higher order though processes. Amodel for appraising different forms of critical thinking will be presentedand strategies will be demonstrated for concept attainment, conceptformation and metacognition.

Hatcher, DonaldDirectorCenter for Critical Thinking at

Baker UniversityBaldwin City, KS 66006

This presentation will examine ways that critical thinking can be employedto help students discover ethical principles and avoid the pitfalls of ethicalrelativism when asked to evaluate particular social and ethical problems.

Hatcher, Donald Critical Thinking Techniquesand MethodologicalAbsolutism

It has been argued that the techniques employed by most critical thinkingtexts are overly analytic and guilty of methodological absolutism, that suchtechniques stultify student creativity and tend to create an illiberal attitudeof intolerance towards alternative approaches. I shall argue that suchcriticisms are unreasonable; that critical thinking courses need to be evenmore analytic because any method of evaluation will ultimately be subjectto th~ canons of logical analysis; that knowledge of critical techniques,especially formal logic, enhances creatb,ityj and .that intolerance of beliefswhich are not supported by argument is a virtue.

STEV 1002)

STEV 3040 Part 1)

STEV 3040 Part 2)

1:30-3:00

57

1:30-3:00

3:15-4:45

(August 2

(August 3

(August 3

Feuerstein's Instrumental Enrichment is the most widely-used cognitiveintervention program in the world. The aim of this workshop is tofamiliarize the participants with the theories of Mediated .Learnmg andStructural Cognitive Modifiability, and also to .provide ha~ds-onexperience with several levels of this program. There wI.ll be ample time f?rquestions. The presenter lived in Israel and worked with Prof. Feuerstem

for eight years.

Teaching Critical Thinking toStudents in Remedial andSpecial Education Classes:Feuerstein's Theories on theNature of Learning andIntelligence

STEV 2049)8:45-10:15(August 5

Hoaglund, John Mini-Critical ThinkingCourse: Stimulating ThinkingAbout Thinking with LogicalPuzzles

This is a practical workshop on using logical puzzles in ordinary language(no symbolism) for -teaching critical thinking skills. Participants will workone relatively straightforward puzzle, then solutions will be shared. Thisbrings an awareness of the challenge and some of the skills brought intoplay. Next, a second puzzle will be worked together by the grid method.Then this solution will be S'tudied from the vantage points of the logicalrelations of consistency, inconsistency, implication, and contradiction.Finally a method of teaching these relations along with examples andsample problems will be treated.

NICH 173)10:30-12:00(August 4

Hirsch, JudiResource Specialist,

Oakland Public Schools /Assistant Professor, California

State University, Hayward114 Echo AvenueOakland, CA 94611

Hirsch, Judi Combatting the Tyrannyof Standardized "Intelligence"Tests

A recent federal court decision has severely restricted the use of IQ test~ inCalifornia. Educators are now seeking alternative means of assess~ng"intelligence." This presentation will focus on a method of evaluat.m,gcognitive processing rather than academic achievement. Feuerst:m sLearning Potential Assessment Device is especially useful for populationswhose "thinking skills" have traditionally been ignored.

DAR 108)

The Loaded Cas_e AgainstGeneral Education

8:45-10:15

60

(August 4

Irvin, GlennAssociate Vice President,

Academic AffairsCalifornia Polytechnic State UniversitySan Luis Obispo, CA 93407

It's a truth universally acknowledged in academia that a program seekinglegitimacy must be in want of its own administration. In order to have asuccessful general education program, an institution must provide it aneffective administrative structure. Such a structure, however, mustrecognize the relative autonomy of the faculty in curricular matters andacknowledge the diverse and largely parochial and political interests thatshape most general education programs. It must also make clear thatgeneral education is to be coherent in a mann~r similar to major degreeprograms, and that some individual on campus will advocate for generaleducation just as a department chair advocates for a department'sprograms. Unless a university is prepared to organize a separate college orschool dedicated to general education, and bear the costs of such anenterprise, it will have to find some other arrangement that guarantees theintegrity of general education while acknowledging the authority ofacademic departments and disciplines.

In most middle-to-Iarge universities, almost everyone affirms theimportance of general education. But the actions of special interests (ordistinterests) send quite another message, and when combined with anumber of administrative and external factors, the result is anenvironment inimical to general education. In this session, I will provide areview of the attitudes and forces which make this point clear andconclude with a number of proposecl solutions.

NICH 173)

STEV 3049)

Critical Thinking andTeaching Informal Fallacies:The Old Approach andthe New

1:30-3:00

1:30-3:00

59

(August 4

(August 4

Hoaglund, JohnProfessor / AuthorDepartment of PhilosophyChristopher- Newport College50 Shoe LaneNewporr News, VA 23606

Considerable progress has been made in the c?~ception and an~lysis ofinformal fallacies, expecially since c.L. Hamblm s FALL~CIES ~n 1970.As a result fallacies can be taught better today, and the aim of this workshop is to give an idea how. First several f~ll~cies will. be analyzed as theywere taught a generation ago. Then partiCipants Will empl~y the sametechniques on fallacies selected to illustrate the shortco~mgs of thetechniques. This helps expose some questionable presupposltlons of oldertreatments and prepares the way for a view of how today's are an

improvement.

Why do we Reason Poorly?Psychodynamics vs.Psychologic?

Johnson, RalphProfessor / Alithor / Editor, Infonnal LogicDepartment of PhilosophyUniversity of WindsorWindsor, OntarioCanada, N9B 3P4

What is the best explanation of the mistakes we make in reasoning? Theexplanation given from the viewpoint of psychodynamics is that we reasonpoorly because we are under the influence of our prejudices and biases. Theexplanation given from the viewpoint of psychologic is that we reasonpoorly because we do not, know the appropriate cognitive strategy orbecause we lack essential information.

,,:mong the competing explanations which I shall review and analyze are,first, the argument given by Nisbett and Ross a-Iuman Inference) thatpsychodynamic explanations are unsatisfactory, and, second, theexchange between Richard Paul and David Perkins from the 1986 SonomaConference ("Critical Thinking's Original Sin: Round Two"). Also in thispaper, I i~tend ,to ex~mine several different kinds of mistakes in reasoningfrom vanous Vlewpomts, and try to decide which is correct, or whethersome other viewpoint offers greater promise.

DAR 112)

Philosophy for Children:A Hands-on DemonstrationPrimary Level

8:45-10:15(August 3

Jackson, ThomasProfessorDepartment of PhilosophyUniversity of HawaiiHonolulu, HI 96822-2383

This presentation will involve: 1) A brief introduction to the Philosophy forChildren curriculum with special reference to the program in Hawaii, and2) A hands-on demonstration of the "Philosophy for Children" developedby Matthew Lipman and Ann Sharp for use at the elementary level.Participants will read through a section of one of the novels (pixie).Questions will be elicited and then a discussion will be developed out of thesequestions, modelling actual classroom experience. Through this it is hopedthat participants will experience some of the enjoyment of the novel and beable to see the way the program nurtures intellectual and moral virtues inboth teacher and students as the classroom becomes a community ofinquiry.

(August 2 3:15-4:45 NICH 173)

Jackson, Thomas Philosophy for Children:A Hands-on DemonstrationSecondary Level

This presentation will involve: 1) A brief introduction to the Philosophyfor Children materials developed for use at the secondary level (Lisa, Suki,and Mark), and 2) A hands-on demonstration of the Mark text whichfocuses on Social Studies. Participants will read a section of Mark.Questions will be elicited and a discussion developed out of thesequestions, modelling actual classroom experience. Through this it is hopedthat participants will experience some of the excitement of the programand will have a better sense both of the content and the methodology ofthe "Philosophy for Children" materials and the way these togethernurture both intellectual and moral excellence.

Johnson, Ralph The Whole Enchilada:An Outline of a Theory ofReasoning

The premise of this paper is that a great many of the disputes about criticalthinkir:g stem from the absence of a comprehensive and unified theory ofreasonmg. Some disputes which it seems reasonable to think might besolved by a unified theory are:

• the field dependent vs. field independent i.ssue: Are the skills andstrategies of critical thinking field dependent, as McPeck and othershold, or are there some field inv'ariant generalist skills, as Paul andothers hold?

• the conflicting views about the role of affect and cognition in thedevelopment of critical thinking-and indeed in reasoning generally

• the debate as to whether formal or informal logic is best suited to theneeds of the critical thinker

• the appropriate methods for teaching critical thinking

• the nature of critical thinking •

The purpose of this paper is to provide an outline (and only that) of whatwould be involved in an adequate theory of reasoning, and to indicate howit would be distinguished from a theory of knowledge and indeed a theoryof rationality. . .

(August 3 1:30-3:00

61

STEV 3046)

(August 3 8:45-10:15

62

ART 108)

Johnson, Ralph Mini Critical ThinkingCourse: Critical Thinking andAdvertising

Why should a mini-course on critical thinking bother with advertising?First, advertising is an important part of the cultural and informationenvironment and hence cannot be ignored. Second, advertising is one ofthe most powerful communicators, persuaders, and shapers of values andattitudes that has ever existed and hence it cannot be ignored. Third,advertising often presents itself as argumentation and reasoning but in factrarely works at that level. The logic of advertising is not the logic ofargumentation. Students need to learn how to analyze advertisements,what to watch for, and this does not mean combing ads for fallacies, assome have suggested. Finally, there is a fair amount of mythology and selfdeception in consumer attitudes about and responses tb advertising. Thepremise of the mini-course, then, is that advertising is a territory rich inmaterial for the student of critical thinking. The instructor hopes todemonstrate why and to bring with him thoughts and examples forparticipants to think over.

Keeley, Stuart Beyond the Term.Paper:Professor D .Department of Psychology eSlgning Assignments thatBowling Green State University Encourage CriticalBowling Green, OH 43403 Thinking

Well-desi~ned assign~ents provide the student with an importantoPP?rtumty to praCtIce. and to internalize critical thinking skills. Thissesslo.n stre~ses the deSIgn of such assignments. First, characteristics ofeff~~tIve aS~I~nmen~s ,:ill ?e discussed. Then, types of assignments thatfaCIlItate crltlcal thmkm? 10 general will be shared. Finally, assignmentsth.a~ enco~ra~e the lea,rmng,~feach of a logically ordered series of specificcrltlcal thmk,mg quest~ons WIll be described. Participants will be providedan ?pportumty to actIvely participate in several' brief assignments and todeSIgn and share additional assignments. ,

(August 3 10:30-12:00 STEV 2049)

(August 3 10:30-12:00 STEV 3046)

STEV 3049)

Ignorance, Illuminationand Inquiry

64

10:30-12:00(August 3

Kerwin, AnnProfessorHumanities/Honors ProgramUniversity of ArizonaTucson, AZ 85721

This partici,Pato,ry worksh~p is designed to offer teachers from primarythrough um~erslty levels a hands-on" exposure to teaching and learningfrom .the pOint of view of the not-known. Dr. Kerwin will share herexpen:~ces and mate~ials from a seminar she recently led: topics includeCreatIvIty; Wondenng; Discovery' "Frontier" Thinking' RI ,. d Ob ' , eason,ntultIO~,.an ,servation; Ambiguity, Complexity, and Uncertainty,

e~c. PartIcIpants WIll explore collectively issues of choice from the point ofvIew of th~ nO,t-known and will prepare a concrete design based on theirown teach109 mterests.

NICH 166)

Strong Sense CriticalThinking: How to Probe OUfOwn Conceptual Framework

10:30-12:00

63

(August 3

Jones, JereProfessorDepartment of PhilosophySomerset County CollegeSomerville, NJ 08876

Co.PresenterKorn, FredConsultant / Lecturer, University of WashingtonWashington Higher Education Coordinating Board908 East Fifth Avenue, EW-llOlympia, WA 98504

Strong sense critical thinking is vital to a student's intellectual andeducational development. However, the examination of one's point ofview itself admits of stronger and weaker. More fundamental than thetruth or evidential warrant of premises is the assessment of one'sconceptual framework. It is well known that a conceptual framework mayhave blind spots, unrecognized biases, or structure reality misleadingly. Butmany problems in one's point of view stem from mistaken ideas 'andassumptions about one's conceptual framework. As with problems of theframework itself, these are difficult to correct because the person is almostalways oblivious to them.

We will present a pedagogical approach that teaches students to detect,understand and remedy this problem, and which fosters their intellectualand educational development by demonstrating there is something tolearn even about what seems obvious and unproblematic.

STEV 3049)

STEV 3046)

66

3:15-4:45

1:30-3:00

(August 3

(August 4

Kubasek, NancyProfessorDepartment of Legal StudiesBowling Green State UniversityBowling Green, OH 43403

Kobak, Dorothy Raising the C.Q.Executi'l.'!(? Director, (C . Q )The Edu-Caring Foundation anng uotient-47 Surrey Way Edu-Caring: Teaching ChildrenExton, PA 19341 to Think Caring

Caring is a learnable, teachable subject. It responds to pedagogical skills interms .o~ te~ching such skills and commitments. The critical spirit, alongmorahstlc hnes (care, concern, cooperation)-not "sin;' can be taught andlearned at any and all ages and grades. As a "practitioner" I shall deal withphilosophical as well as specific skills to accomplish this necessarycomponent of education.

Selection and Design ofTextbooks and Supplementsthat Foster the Developmentof Values Analysis and CriticalThinking Skills in the BusinessClassroom

This workshop is premised on three assumptions: that every course shouldbe designed t~ improv: students' abilities to 'engage in critical thinking andvalues analYSIS; that, In fact, real understanding of subject matter cannotoccur unless students engage in these processes; and that business studentsfind it especially difficult to analyze problems from any perspective othertha.n that of a busi.ness manager, both because that is the perspective fromwhich most of their textbooks are written and because of the internalizedvalues that led these students to seek careers in business. Most businesstextbo?ks ~o not make the task of teaching critical thinking and valuesanalYSIS eaSler, however, armed with a set of criteria, teachers of businessCourses can learn to select those texts which will help their studentsdevelop these skills. This workshop will introduce participants to a threestep process by which educators in the Business College can select andd~v.elop t~xt~ooks and curricular materials to' facilitate the integration ofcrItical thinking and values analysis into their classes.

NICH 166)

DAR 108)

Learning and Teaching theUnknown: Pathway to Finding"Intellectual Virtues"

1:30-3:00

65

8:45-10:15

(August 4

(August 4

Kerwin, Ann Making the Most Out ofNothing: Looking Criticallyand Creatively at Absences,Silences, Things Ignored andThings-to-be

According to cognitive psychologists, we human beings are bias~d towardpositive information; consequently, we neglect or underestl~ate theimport of certain negatives-among them: absent events, empty m~ervals,

disconfirming instances, negative evidence-which are essential forthinking and learning effectively. At the same time, many of us grappledaily with concerns others dismiss as "nothing." Astronomers, forexample, study black holes and currently divide the universe into ."stu~f"

and "non-stuff." Architects and planners include space as well as objects mtheir designs. Counselors are sensitive to lacks of communication,intimacy support or self-esteem. While educators ask "Why can't Johnnyread?" Sherlock Holmes fans recall the clue of the "dog who did not barkin th~ night." Social critics look at the absenc~ of mi~orities, w~rkers,women and others in history, literature and social studies. Some silencesspeak louder than others. In this participatory workshop designed foreducators at all levels, Dr. Kerwin will explore some "pregnant nothings"central to learning, discovery, critical and creative thinking. Part~cipan~s

will then design innovative exercises which they can implement m theirteaching next year.

Kerwin, AnnCo-PresenterWitte, MarlysPhysicianDepartment of SurgeryCollege of MedicineUniversity of ArizonaTucson, AZ 85724

While traditional education focuses on reciting the facts of the day and to alesser extent cultivating analytical problem-solving skills, the challenge oflearning and teaching the unknown, the uncertain, and theambiguous-the bulk of the chal~enge .of our da~ly lives-and ~akingdecisions in this context has received httle attention. Drs. Kerwm andWitte will review their own findings to date in designing and developingthe Curriculum on Medical Ignorance at the University of Arizona andalso the results of the field "ignorance" experiments conducted by lastyear's Sonoma Conference participants in their instit~tions an~

disciplines. Special attention will be foc~sed .on evaluation of thiSinnovative curriculum in terms of changes In attitudes, knowledge base,skills and behavior of both students and faculty and specifically how wellthis 'curricular approach inculcates" "intellectual . virt~e~" ne~d~d for"critical thinking in the strong sense and responsible cItizenship m ourcomplex and rapidly changing society.

Students frequently believe that their job as learners is to acquire"knowledge" from "authorities" and report it back on multiple choice tests.Freeing students from such beliefs is the major challenge of criticalthinking instruction. William Perry's model of college students'development charts their gradual acceptance of the pluralistic world viewand personal responsibility for managing epistemological complexity thatare assumed when we ask students to think critically. In this session we willconsider how instruction for critical thinking can help students along thepath toward the contextual relativism, dialectical reasoning and capacityfor commitment that characterize intellectual maturity in our culture.

LaBar, Carol Mini-Critical Thinking Course:Co-Presenter Practical Reasoning andWright, Ian Principle TestingCritical thinking. includes reasoning about what ought to be done, as wellas wh~t t~ believe. This former sort of reasoning, called practicalreasonln.g, Involves two logically different types of reasons 1) motivatingrea~ons In the form of value standards which the agent accepts, and 2)beliefs about the degree to which the actions under consideration will fulfillthe val~e standard. These two different kinds of reasons lead to aco~clusI~n ab~ut what ought to be done-that is a practical judgment.ThiS session Will focus on the use of principle 'tests' as a way of assessinthe value standard.' . g

Kurfiss, JoanneProfessorCenter for Teaching EffectivenessUniversity of DelawareNewark, DE 19716

Understanding Knowing:Developing Foundations forCritical Thinking at theCollege Level

(August 5 10:30-12:00 STEV 2049)

(August 3 8:45-10:15 STEV 2049)

LaBar, Carol Critical Thinking DistinctionsProfessorFaculty of EducationUniversity of British ColumbiaVancouver, B.C.Canada V6T 1Z5

Making decisions about significant personal and social issues requires theability to use certain distinctions. In this workshop, we will examine someof these distinctions (for example, empirical and value claims, principlesand rules, moral and prudential reasons). Methods and exercises suitablefor secondary school students will be utilized.

Kurfiss, Joanne Successful Models forDeveloping Critical Thinkingin the College Classroom

Although many educators and researchers have recently become interestedin the problem of teaching to develop students' higher-order reasoningabilities, only a few empirical studies document results of educationalprograms designed to achieve these purposes. In this workshop, I willintroduce instructional models that have successfully fostered students'intellectual capabilities within the traditional discipline-based classroom. Wewill identify common features of the models and consider strategies forintegating critical thinking processes into participants' coursework andacademic programs.

NICH 173)

Reflection, Interpretation,and the Critical Spirit

68

10:30-12:00(August 5

Langsdort LenoreProfessorDepartment of PhilosophyUniversity of Texas at ArlingtonP.O. Box 19527Arlington, TX 76019

Critical thi.nking in the "strong sense" implies the ability to reconstruct thec~earest, fairest, and strongest versions of our own and others' points of~Iew. In her faper, Dr. Langsdorf discusses how, in addition to formal andInformal logiC, ph.enomenology and hermeneutics provide the basis for~ethods that aid In the understanding of positions and claims. She willIn~roduce. ~or~e of.these met~ods in an approach that does not assume anypn~r famihan~yWith the phtlosophic traditions that gave rise to them. Herul~lmate ~oal IS the encouragement of a positive critical spirit concerned":Ith c~anty and truth rather than the destruction or imposition ofVieWpOints and values.

ART 108)

DAR 112)

1:30-3:00

1:30-3:00

67

(August 3

(August 4

Lazere, Donald Bias in AcademiaThe singling out of bias in leftist teachers by conservative groups likeAccuracy in Academia exemplifies the fallacy of stacking the deck orselective vision. The majority of activities in American education areopenly and directly in the service of the conservative business,professional, government and military establishment. If liberal and leftistteachers have a bias, it is that of a minority attempting to compensate forthe greater bias of the majority. But conservatives fall victim to an axiom ofsociocentrism: criticism of the status quo is more likely to be perceived asbiased than uncritical support of it, which tends to be regarded simply asthe norm of neutrality. Moreover, partiality toward knowledge overignorance, calm reason over unreasoning zealotry is often misunderstoodby uneducated conservatives simply as "liberal bias." What conservativessometimes seem to be calling for in education is equal time for ignorance

and prejudice.

Lazere, Donald Composition for Civic LiteracyProfessorDepartment of EnglishCalifornia Polytechnic State UniversitySan Luis Obispo, CA 93407

This workshop is based on Don Lazere's college course in argumentativewriting and the research paper, which also focuses on the development ofcivic literacy. One aim of the course is to counteract the fragmentationinto disparate units of reading and writing assignments typical of courses incomposition and most other subjects. Coherence is achieved by centeringreading and writing assignments throughout the term on a single issue incurrent civic life-in this case,' President Reagan's State of the UnionAddress and the implications of Reagan's economic policies stated thereand elsewhere for the rich, the poor, and the funding of public servicesincluding national defense and education. Discussion of and research onthis issue provide a concrete body of knowledge to which principles ofcritical thinking can be applied.

On Teaching Creativity,Parts 1 and 2

Assessing the Credibilityof Authorities

Leddy, ThomasProfessorDepartment of PhilosophySan Jose State UniversityOne Washington SquareSan Jose, CA 95192·0096

Co-PresenterManning, RitaThis is a two. p,art, works~op. The first is led by Professor Manning andexplores creatiVIty m practical contexts and in science, and the second ledby Professor Leddy, explore~ creativity in the arts. '

Part' One Professor Manning begins by looking at a Sherlock Holmesstory, ':Silver Blaze". She briefly recounts the story and then contrasts thereasonmg used by Holmes and by the police detective Inspector GregoryShe th~r: uses this exa,mple to focus on several element~ of critical thinking;recognl~mg anom?hes, asking appropriate questions, consideringalternative explana~lOns,and collecting new data. She closes by suggestingother examples whIch can be used in the classroom.

~art Two Pr~f~sso~ Leddy considers two contemporary psychologists'vIews. of creatiVIty m the arts focusing on their use of think-aloudtechnIq.ue~ to study the cr~ative pro<;:ess. The psychoiogists are Perkins([he ~md s Best Work) and Weisberg (Creativity). Professor Leddy uses twoof theIr !aboratory examples to illustrate problems with their approach andthen raIses further questions in connection with a series of slides thatfollows, the development of Picasso's Guernica. He then considers varioussuggestions for encouraging creativity in arts and humanities classrooms.

(August 5 8:45-10:15 CS 68 Part 1)

(August 5 10:30-12:00 CS 68 Part 2)

70

Luckhardt, C. GrantProfessorDepartment of PhilosophyGeorgia State UniversityAtlanta, GA 30303

In this, paper I develop and argue for a set of some two dozen criteria to beus~d m ,assessing the credibility of aut'horities. Based partly onphIlosophICal considerations and partly on research results in cognitivepsychology, these criteria will then be used to assess the credibility ofseveral examples of arguments that rely on authority.

(August 5 8:45-10:15 NICH 166)

ART 108)

STEV 3046)

69

1:30-3:00

10:30-12:00

(August 4

(August 4

Part 2)

Part 1)

STEV 3040)

STEV 3049

STEV 3049

72

Teaching by Bad Example:Optimal Cases for HelpingIntermediate Students toThink Critically, Parts 1 and 2

3:15-4:45(August 2

May, John D.ProfessorDepartment of GovernmentUniversity of QueenslandSt. Lucia, Qld. 4067Australia

Muc~.instr~~~ion in higher education is done by means. of cases, primarilfr~m class~c. texts on philosophy, law, and literature and is approache~w~t? at a~tlt~de of respect bordering on reverence. For the cultivation ofcn:lca t in in~, how~ver, this pedagogical orientation is less thans~~sfactory~~d IS e~~~C1all'i unsuitable when students are intermediate inelt er c.ognItl~~ abliltIes or educational years, Texts most suitable fordevelopm~ cntlcal faculties in intermediate students meet the foil .'~ts: b;rl~y,.substantive bite, cumulative diversity of character et~W;;-rg

ay. WI c anfy, rationalize, and test the foregoing prescription.' . .

~~slon I: C:ude :\dventures in Critical Thinking, Session II: Sustainedventures m Cntlcal Thinking,

(August 2 3: 15-4:45

(August 5 1:30-3:00

Mayfield, MarlysAuthor I ConsultantP.O. Box 5406Richmond, CA 94805

Teaching Recognition ofViewpoint: Working withStudent Naivete AboutWhere Ideas Come From

Left wing right ' l'b I d' I. .' wmg, I era, ra lCa, conservative, gay, feministl~ert~~lan .. Have.you ev~r asked your students to define these terms? Ca~t ey I entlfy a lIberal Viewpoint when they read or hear l't7 C hre' .,. . an t eyhcognIze commUnIst or nght wmg rhetoric? You may be surprised to find

t at mo~t of them don't know how, and are quite bewildered b ourexpectation that they demonstrate a skill you take for granted. No :o~derso many of our students equate reality with the six o'clock news H dyou teach students to recognize viewpoint and consider its infl' ow 0

content? M~rlys Mayfield, author of Thinking'for Yourself, will de~~~~;r~t~~hr~ugh wntten and oral exercises how this basic critical thinking skill

e hevelo~ed. Work will also include recognizing unconscious viewpo;:::sUI~ . as t ~~e based on ego and ethnocentricity, racism sexism andre IglOcentnclty. ' ,

DAR 108)

NICH 173)

IVES: Warren)

A Definition of CriticalThinking for ScienceInstruction, K·12

Workshop in Dilemmas,Role.Playing and Simulation inMoral Education

3:15-4:45

71

Dance . Critical Thinkingwith the Body

10:30-12:00

3:15-4:45

(August 2

(August 3

(August 4

Martin, DouglasProfessorDepartment of ChemistrySonoma State UniversityRohnert Park, CA 94928

The term "Critical Thinking" has been discussed widely in a generalcontext. Each of the intellectual disciplines, however, requires someindividual consideration in order to apply these general considerations in apractical way. In this presentation I provide one possible definition ofcritical thinking in science, a rationale for the importance of thisdefinition, and a discussion of the implications of this definition for

instruction in grades K-12.

Manning, RitaProfessorDepartment of PhilosophySan Jose State UniversityOne Washington SquareSan Jose, CA 95192·0096

I begin by discussing the three options available to the teacher who wantsto "teach" morality: indoctrination, values clarification, and cognitiveapproaches (Kohlberg). I briefly criticize both the indoctrination and thevalues clarification approach, the first because it violates some principle ofrespect for students and is ineffective, the second because it assumes thatsome sort of relativism about ethics is true. I then focus on the Kohlbergapproach and show how one uses dilemmas to promote moral growth.I offer one of the criticisms of Kohlberg, that the cognitive approachignores motivation to be moral (Gilligan). I go on to discuss role-playingand simulations as techniques for achieving both the goals of the cognitiveand the motivational approach. Throughout, I give concrete examples

which can be used in the classroom.

Lyons, Nan.;yProfessorDepartment of Theatre ArtsSonoma State UniversityRohnert Park, CA 94928

Every movement or action we make involves assumptions and concepts ofhow the world is. Each action can provide a feedback loop to test thevalidity of our assumptions on a moment to moment basis. A dancer mustcontinue to test his or her assumptions constantly, or it can all be over in asplit second. In the act of dancing and in the act of making dances, thecritical thinking that is essential springs not only from the conscious mind,but from the intuitive, the body knowledge, the instincts. The workshopwill look at some of the ways the body serves as a critical thinker.

CS 68)

Critical Thinking andSelf-Growth

74

1:30-3:00

10:30-12:00 'IVES 119)

(August 3

(August 3

Miller, LouAssociate ProfessorHutchins School of Liberal StudiesSonoma State UniversityRohnert Park, CA 94928

The ,ultimate purpose to which critical thinking in the "strong" sense can beput IS to devel~~ a more profound understanding of one's inner self Thst~onge~ o~r ,crItIcal capacities become, the more capable we are of vi~wineWith o~JectIv~t~ those assumptions, philosophies, and beliefs which form th;~ore 0 . our emgs. The Socratic method of questioning aims not onllr:n?rovm~ our abilities to become better thinkers and more respon~b!:CItIzens, u,t at strengthening our souls, While most teaching d~ttempt tadmfluen~e students at this level, any ciitical undertaking ~se:i~~J

y an un erstandmg of the deepest sense in which this process can bemployed. In support of this viewpoint 1will present a ~odel whl' h 'd ea conceptual f, d' f, h' c proVI esclarify th ~~n ~tlon or t IS approach to strong sense critical thinking

experienc:~~n~~~~g;~h~p;~~:r~~;:ah~~~:~e~~s~~linetshan,dclassroo~about the subject. aes etIc statement

Minkler, DougGarage Artist / Teacher, Nystrom School2209 Gaynor AvenueRichmond, CA 94801

"Art is Not a Mirror Held Upto Reality But a Hammer withWhich to Shape It"- Berrolt Brecht

Using the poster as their medium, students in my fifth and sixth dclasses have taken on the oil companies and the tobacco industri;sraC~:tsee. the Bar/bora and Virginia Slime full color counter-ads as well as' th ~refI~ery posters. Let's discuss similar projects you've taken on, thou ~t~ftakmg on, or never even dreamed you would be abl t g db . h e a attempt an

acrat.l~sttOrm konh ow to make the theoretical abstract classroom in~o anIVIS war sop.

NICH 166)

STEV 3049)

3:15-4:45

73

8:45-10:15

(August 4

(August 3

Mendelsohn, Richard L. Logic and Critical ThinkingProfessor / AuthorHebert Lehman College, C.U.N.Y.Bedford Park Boulevard WestBronx, NY 10468Traditional formal logic serves as an excellent base on which to fashion acritical thinking course. Most of the virtues of critical thinking coursespertain to the teaching of the content. Combine these critical thinkingactivities with a content aimed at making precise the underlying conceptsengaged in, and one creates an extremely potent educational experience.Students come to understand and recognize elementary logicalrelations-like inconsistency and validity-by using them to explore theirown judgments about what is logical and what is not. In probing their'language and thought with the abstract model of the truth functionalconnectives, students develop a vocabulary needed for reasoning as well aspoints of focus for identifying positions and evaluating them. Indeed, logicis precisely the type of subject matter amenable to classic Socratictechniques, since it emerges out of self-reflection on rational processes,processes that students have engaged in for years but never clearlyarticulated. This is the heart of the approach we have adopted at LehmanCollege for a typical population of inner city students who are deficient inreading and writing: reasoning is not the content of the course, but ratherthe framework within which it is taught. In class, students are required toidentify the logical relation that holds between a number of statements,and then to defend that position-using the vocabulary and concepts ofthe course-against criticisms and alternatives other students develop.Serving as part of an integrated program makes it possible to apply readilythis mode of logical analysis to material learned in other courses.

Grounding Critical Thinkingin Observation Skills

Why stress teaching students how to reason better when they still base theirreasoning on inaccurate information gleaned from a careless untrained use oftheir senses? The teaching of critical thinking can begin with training inobservation skills. This presentation will offer exercises for classroom use,both oral and written, for the development of observation skills. MarlysMayfield will also demonstrate from her research how students trained inobservation skills are better prepared on a learning gradient to work with thebasics of inductive reasoning and move from there into the more complexcognitive problems of analyzing and advocating ideas.

Mayfield, Marlys

Gullibility and Mistakesin Scientific Reasoning

Moore, Kathleen DeanProfessorDepartment of PhilosophyOregon State UniversityCorvallis, OR 97331

Students tend to be gullible; they are particularly vulnerable to claimspurportedly based on experimental or scientific evidence. Thus, helpingstudents develop critical judgment about scientific reasoning is bothimportant and difficult.

In this workshop, I demonstrate two classroom exercises through whichstudents encounter their own gullibility and, by examining their errors,come to appreciate the strengths and weaknesses of scientific reasoning. Thelessons are based on the technique of "dehoaxing," which tricks studentsinto accepting a hoax and then invites them to analyze the reasoning whichled them into error. The first lesson uses carnival tricks to lure students intothinking they have seen convincing experimental evidence of extra-sensoryperception. In the second lesson, the students pose as hand-writing analystsin order to observe similar faulty reasoning in others. In both lessons,students are invited to analyze critically the reasoning that led to error, andto develop a set of standards for the evaluation of experimental evidence.Students are then encouraged to apply those standards to more traditionalscientific arguments.

The lessons are appropriate '~or high-school and college age students, inscience or critical thinking classes.

DAR 112)

Humor and Other Fun Waysto Achieve Empathy

10:30-12:00(August 3

Missimer, ConnieAuthor / Consultant4836 N.E. 40th StreetSeattle, WA 98105

Alas, critical thinking contains the work "critical", the first definiti~n ofwhich is "to judge harshly." So already we're off on the .wrong foot If wewant students to achieve empathy for views opposed to their own. Althoughhumor has certainly been used in harsh judgment, it can do ~onde~s tocreate a sympathetic hearing of opposing arguments. It d~esn t require astand-up comic to create this effect (you can steal material from ~nnypeople). Further, light-heartedness as a general stance parado~lc~llyproduces more serious critical thinking and greater emp~thy. A ~lllllecture" along with other examples will be happily provided, and Ideas

solicited from the group.

(August 3 1:30-3:00 DAR 108)

Missimer, Connie Critical Thinking andIntellectual Virtues:Can You Have Your Cake andEat It Too?

Implicit in critical thinking is readiness to challenge basic pri,nciples. Thenwouldn't critical thinking have to leave ~pen to q~estlon th~.veryintellectual virtues on which it rests? Shouldn t we question the val~dlt~ ofintellectual virtues such as courage to face our prejudices, ~r t~e ob~lgatl.o~to hear out the strongest counterargument to what we believe. Yet ImpliCitin intellectual virtues is their fixity. As Paul puts it, " ...we must typicallypersevere over a period of time, for learning t~ empathically e,~ter ~ point ofview against which we are biased takes time and effor~. T~ls lecturegrapples with the dilemma that .criti~al thinking reqUires llltellectualmovement while moral virtue requires llltellectual constancy.

DAR 112)

Subject Matter and MoralDevelopment in DomainSpecific Classrooms

1:30-3:00

76

(August 2

Morse, OgdenChair, English DepartmentJoel Barlow High School100 B!ack Rock TurnpikeWest Redding, CT 06896

Our belief is that moral development occurs best through a process which,over a period of time, allows a student to consider a range of ideas andvalues, to test these ideas in the marketplace, and to integrate them into apersonally and socially acceptable philosophy. Is this approach possible in asubject-matter classroom at the secondary level? Do we have the right toengage students in this area? Or is it an obligation? Is there enough time?Won't the student's knowledge of the subject suffer? What techniques orstrategies can the classroom teacher use? The purpose of this workshop is toanswer these questions by illustrating how classroom texts can be used togenerate moral questions, how collaborative learning techniques canstimulate the exploration of these topics, and how critical thinking skillscontrol the analysis and evaluation of ideas and concepts. Participants willfunction as secondary school students as they go through the classroomactivities of a model lesson. There will also be material from thinking skillstexts, a learning model, and a videotape of a class in action.

CS 68)

75

3:15-4:45(August 3

STEV 2049)

STEV 2049)

Using a "Thinking Jigsaw" toExplore Supreme CourtDecisions

1:30-3:00

3:15-4:45

78

(August 2

(August 3

Nosich, Gerald Mini-Critical Thinking Course:Constructing Arguments forOpposing Points of View

In this workshop, I'll go over some techniques and steps for constructingarguments. as well as so~e strategies for teaching argument construction.The techmqu~s covere~ mclude how to clarify what you're trying to arguefor, how to give plaUSible, relevant reasons, how to identify and Supportthe weak.est parts ?~ the argument, and how to use argument constructionas. a ~asls fo; wrltmg term papers. In the spirit of strong-sense criticalthl~kmg, ,we II concentrate on const&ucting arguments for positions towhich we re opposed, and we'll try to make the best case for them we can.

(I wou~~ like participants in the workshop to think of one or two examplesof POSlt:O~S that (a) are held by vocal minorities today but which (b) inyour opmlon seem dead-wrong or ridiculous.)

Nosich, Gerald On Teaching Critical ThinkingThe workshop will focus. on a method for teaching students how to.construct argur:nents of their own and how to criticize arguments of others.The method Will be the one used in my Reasons and Arguments; the essentialsteps are how to paraphr~sewell, how to fill in missing premises, and how toevalu~te the truth of claims. Also covered will be some specific classroomtechmques and some ways to combat ethnocentric thinking.

(August 3 1:30-3:00 DAR 112)

Oids, SusanTeacher, Davis Joint Unified

School District445 Edwin DriveVacaville, CA 95688

This intera.ctive session models a process for analyzing key Court decisionsby attemptmg to solve a hypothetical case. The cases in the model deal withgove:nment regulatio~ of. business and commerce, but the process can beduphcate~f~r other ~ltuatlOns. Case descriptions are drawn from Lessons onthe Constltutwn, publIshed by Project 87. •I~oorder t? decide ..the hypoth~tical case, participants must work in small~ess~Ps ~smg. the Jigsaw techmque, a cooperative learning strategy. This

h Ion IS deSigned for teachers of U.S. government or economics at highs~ 0hol or freshman level, who have some previous understanding of the roleo t e Supreme Court in our system..

CS 68)

CS 68)

Teaching Critical ThinkingAcross the Curriculum

10:30-12:00

77

1:30-3:00

Observation in ScienceEducation

(August 2

(August 2

Nosich, GeraldProfessor I AuthorDepartment of PhilosophyUniversity of New OrleansNew Orleans, LA 70148

This seminar is designed for people who do not teach a course specifically oncritical thinking, but who want to incorporate teaching critical thinkingskills and the critical spirit into courses in different areas. The seminar willcover some specific and practical methods for fostering the intellectualvirtues and teaching these skills in Social Science courses (History,Psychology), in Humanities (English Lit, Fine Arts, Music), and in the

Natural Sciences.

Norris, Stephen P.ProfessorInstitute for Educational Research

and DevelopmentMemorial University of NewfoundlandSt. John's, NewfoundlandCanada AlB 3X8

Good observation is fundamental to thinking critically and the sciencesubjects are often taken to be ideal places for teaching it. There are threegeneral assumptions which underlie the teaching of observation in existingscience courses: (1) that observations can be distinguished from inferenceswithout attention to the contexts in which the observations and inferencesare made; (2) that scientific observation is linked tightly to human senseperception; and (3) that scientific observation is taken to be a simplemental process. In this presentation I will show how each of theseassumptions is in error. Specifically, I will argue that the distinctionbetween observation and inference is context bound, and changes asscientific knowledge changes. Furthermore, scientific observation is onlyhistorically, not necessarily, linked to human perception and to certaininformation-carrying mechanisms such as electromagnetic radiation andsound waves. Finally, I will illustrate that scientific observation is often notat all simple, requiring the operation of complex and elaborated mentalprocesses. Once these points are made it becomes clear that the view ofobservation found in the science education field is not suitable for theconduct of scientific investigation. In addition, because one legitimate goalof science teaching is to promote accurate views of the nature and role ofscientific investigation, the science education view of observation is notsuitable as a guide to science instruction.

IVES: Warren)

What's in a Name? "Thinking"vs. "Critical Thinking"

8:45-10:15(August 3

Paul, Richard W.Co·PresenterPerkins, David

Some. theoreticians talk about teaching for "thinking" th btea h r: "., I" h ' 0 ers a out

, c mg lor cntlca t inking or "creative" thinking A hdlff, "'f' h . re t eseerences mSlgm Icant? S ould Critical Thinking be used I'n 'dt 11 d h"·· a WI e sensed~ cove~ a goo t mkmg or only in a narrow sense to cover the evaluative

ImenSlons ?f go~d thinking? Will a good program in Critical Thinkingteac~ the ~Imenslons of generativeness and novelty. Richard Paul andDavldhPerkms agree on some of the answers to these questions and disagreeon ot ers.

Payne, William American History on TrialTeacher, HistoryMoreno Valley High School23300 Cottonwood AvenueMoreno Valley, CA 92388

T,he ~merican History on Trial program is based on the belief thathlstonans ,and lawyers a,re engaged in similar activities. They are bothcharg~d With reconstructmg the events in order that their audience mamake J~dgments about the actions of individuals and groups in the p :There, IS a ~hare~ commitment to the principle that the conflict betw::~Opposmg Vlewpomts of the past will lead to a better understanding andperhaps the truth. In order to reconstruct the past both the h' t' dthe lawyer must critically evaluate evidence logic'and values ISToh~Ian an

ksh '11 ' '" IS war -op ~I p~esent a U?lt on Colonial history. as an example of how

~easomng ~ktlls, can, be mtroduced in the context of grappling with ma 'orISsues of hlstoncal mterpretation in a modified trial setting P t" Jwill r' If' ar IClpants

ecelve a camp ete set 0 materials for the sample unit.

(August 5 10:30-12:00 STEV 3008)

80

Paul, Richard W. Culture & Critical Thinking:Co·Presenter The Danger of Group- orTavris, Carol Culture-bound Thought

~?e ~anger for t.hou~~t is social or cultural blindness. In this case our criticalthmkl~g results m miSjudgments of others. Another, but opposite danger ist e r~ sal to ~ake any judgments about any culture but our o~n. CarolTavns. and Richard Paul will discuss the nature and significance foreducation of these ~eepseat~d problems. The issue is, in other words, howcan ·we so str~cture mstructlon so that students learn how to recognize andovercome theIr group-bound and culture-bound thinking?

(August 4 1:30-3:00 SUMP) .DAR 112)

STEV 1063)

IVES: Warren)

Critical Thinking and theConstitution: The BicentennialConnection

Critical Thinking StaffDevelopment: DevelopingFaculty Critical Thinking andCritical Teaching Skills

3: 15-4:45

1:30-3:00

79

3:15-4:45

(August 4

(August 3

(August 2

OIds, SusanCo·Presenter

Rudinow, JoelIssues of Constitutional interpretation are not only timely for theapplication of Critical Thinking skills; they are also extremely useful asvehicles of Critical Thinking instruction, particularly for cultivating skillsas defined in the California Assessment Program and also for cultivatingan appreciation of subtle but important epistemological distinctions. Thissession is designed for teachers in grades 5-12 and Community Collegewho have little experience in teaching about the Constitution and whowould like to use it as a vehicle for Critical Thinking instruction.

Paul, Richard W.DirectorCenter for Critical Thinking and

Moral CritiqueSonoma State UniversityRohnert Park, CA 94928

The problem of long term staff development is a central problem in anyattempt to bring critical thinking into the curriculum. Whatever else, wewant critical thinking to be infused into all subject matter instruction. Butwe cannot do this unless, and to the extent that, faculty become comfortablearticulating and utilizing critical thinking skills and dispositions. Thestandard mindset to instruction is an impediment.

Furthermore any short-term stategy is, by itself, bound to fail. In this sessionRichard Paul will present a general model for staff and discuss ways of adapting it to different educational levels: elementary, secondary, and college.

Paul, Richard W. How to Help Teachers toInfuse Critical Thinking byHelping Them to DevelopSkill in Remodelling TheirPresent Lessons

The basic idea behind lesson plan remodelling as a strategy for staffdevelopment in critical thinking is simple. To remodel lesson plans is todevelop a critique of one or more lessons and formulate one or more newlessons based on that critical process. A staff development leader with areasonable number of exemplary remodels with accompanying explanatoryprinciples can develop a series of staff development sessions that enableteachers to begin to develop new teaching skills as a result of their experiencein lesson remodelling. Before a limited studio audience, Richard Paul willillustrate this mode of staff development using the Center's Critical ThinkingHandbook, K-3, a Guide For Remodelling Lesson Plans in Language Arts, SocialStudies, and Science,

STEV 1002)

IVES: Warren)

NICH 173)

The Design and Developmentof a Test of Inference Abilityin Reading Comprehension

How to Expose and CorrectAssumptions

3:15-4:45

82

8:45-10:15

10:30-12:00

(August 3

(August 3

(August 4

Phillips, Linda M.Assistant ProfessorInstitute for Educational Research

and DevelopmentMemorial University of NewfoundlandSt. John's, NewfoundlandCanada AlB 3X8

This paper describes the design and development of an inference test inreading comprehension for intermediate grade students. Currentstandardized tests of reading were found to be problematic because it was noteasy to make any decision as to what the tests measure. Implicit assumptionsin reading testing are challenged-for instance, the assumption that when areader selects the keyed answer that the reader has done so for the rightreasons. Results from student verbal reports will be presented to illustratepotential item ambiguities, vocabulary problems, hidden cues, as well as toprovide a window into the processes readers are using to arrive at theiranswers. Preliminary findings will be presented.

Perkins, David What the Mind is Made OfThe mind can be conceived and modeled in innumerable ways. Two,contemporary views of the nature of mind strike a particularly provocativecontrast. Alan Newell, in his SOAR model, proposes that the mind is a"production system," a computer-like mechanism that operates by checkingfor what the situation of the moment is and then "firing" an action thatresponds more or less appropriately to the situation. In seemingly starkcontrast, Marvin Minsky, in his "society of mind" model, proposes that themind is composed of a loose society of semi-autonomoussubminds-"agencies" that ha,ve very specialized jobs. One agency and thenanother seizes control in order to get things done. In this informal lecture,we explore the contrasts and similarities between these models. We alsoponder whether the question, "What is the mind made of?" even makessense, and what kind of sense it might make.

Porter, J.S.ProfessorDepartment of Language StudiesMohawk CollegeHamilton, OntarioCanada, L8N 3T2

Assumptions, often unexposed and unexamined by educators, aboutstudents, teaching and education generally unde'rpin, and sometimes undermine, our approach to learning. This workshop provides practicalexperience in learning to expose and correct our assumptions so that someimpediments to critical thought can be removed. The more we are aware ofour assumptions, the more we are free to explore new options of thinkingand teaching_ After all, the unexamined life isn't worth living. Is it?

IVES: Warren)

81

What Makes Science ConceptsHard to Understand?

Thinking Critically AboutCritical Issues

1:30-3:00(August 2

Perkins, DavidCo-director, Project ZeroGraduate School of EducationHarvard UniversityCambridge, MA 02138

The learning of science with genuine understanding has emerg~d as apressing educational problem not only in pre-university education b~teven at the university level. Science "misconception~" prove p:e~alent Instudents even after a year or two of physics or chemistry. In thiS Informallecture we explore through examples some of the factors tha~ lead todeeply'rooted misunderstandings of scientific concepts and examine someof the educational strategies that might serve to help students toward realcomprehension.

Pearl, ArtProfessorDepartment of Education and

PsychologyUniversity of California, Santa CruzSanta Cruz, CA 95064

Democratic Schooling consists of four interrelated components: 1~ eq.ualpreparation for debate of critical social is~ues - war, poverty, J~~tlce,

ecocide, dehumanization; 2) equal opportunity for everyone t? partl~lpate

in meaningful decision-making; 3) universal rights of ex~resslon, pnva~y,

due process (presumption of innoc~nce,right t~ counsel, nght not ~o tesnfyagainst self, access to independent Judge and tnbunal, and protection fromcruel and unusual punishments) and movement; and, 4) equalencouragement of all to succeed in all of soci~ty's legal endeav~rs-wor~,politics, culture, leisure and interpersonal relations. A democranc sc~ool.lsa place where students do an apprentices~ip in al.l o~ the above. ThiS willbe a talk that calls for excellence in educanon but It differs greatly from ~hepopular movement that is advertised as "excellence." It is my c?ntentlo~that only with democracy can there be true excellence; the new r~formsare coercive, unaccountable in any meaningful sense and ulnmatelyintellectually inadequate.Be prepared for a lively, challenging .discussion and debate. Thispresentation is open to all areas of education.

(August 2 1:30-3:00 STEV 3049)

STEV 3046)

OS 68)

Critical Thinking and HighSchool Science

Academic Partnership: CriticalThinking and Social Studies

84

3:15-4:45

10:30-12:00

(August 4

(August 5

Romain, Dianne

Co-Presenter

Taylor, SarahDirectorCalifornia Academic PartnershipVacaville Unified School District75 I School StreetVacaville, CA 95688

In this workshop we will present lesson plans and assignments in Biologyand Chemistry developed by high school teachers with Critical ThinkingConsultant Dianne Romain. The skills encouraged include a) generalcritical thinking skills such as analysis ofIanguage, recognition of bias andslanting, developing an appreciation for opposing viewpoints, and socraticquestioning, and b) scientific process skills such as observing,communicating, comparing, organizing, relating, and inferring.Participants in the workshop will work in small groups to develop otherlesson plans and assignments.

Romain, Dianne

Co-Presenter

Taylor, Sarah

In this workshop we will discuss a tw'a-year, two step partnership processenhancing the teaching of critical thinking and writing in Social Studies. Inthe 1985-86 period, CAPP teachers worked with post-secondary consultants.In the dissemination phase, 1986-87, CAPP teachers developed andpresented to other teachers the knowledge and skills gained in the previousyear.

We will recommend ways to develop effective partnerships, and where tolook for funding, and we will provide examplrs of critical thinking lessonplans and instructional strategies.

ART 108)

STEV 3008)

STEV 1002)

Critical Thinking andEthics in Education

83

The Use of the Emotions inCritical Thinking

Critical Thinking, Creativity,and Play

3:15-4:45

10:30-12:00

10:30-12:00

(August 2

(August 4

(August 4

Prihoda, JohnPresidentIowa Valley Community College

DistrictP.O. Box 536Marshalltown, IA 50158

One of the greatest concerns of faculty and administrators is how toprovide time for critical thinking to occur in the classroom. In this workshop, participants will be guided through a review of the findings of themini-session held during last year's Sonoma Conference, a discussion ofprevailing instructor and administrator practices and how we arrived atthis point, and ways to work within current classroom and administrativestructures to provide opportunites for critical thinking to occur. Theunderlying theme is ethics in teaching and administrating. This session isfor administrators and faculty at all levels.

Rich, MichaelLecturer, California State

University, Chico2892 Buena TierraBenicia, CA 94510

Critical thinking in the strong sense involves a commitment to moralintegrity. It involves a commitment to overcoming one's own selfdeception and reconciling one's avowed moral beliefs with one's actualmoral beliefs (those reflected in one's behavior). The problem is that selfdeception is, by definition, extremely difficult for an individual to detect inhis/her own case. Quite simply, if one is self-deceived, one does not knowone is deceiving oneself. In this paper I will examine the relationshipbetween moral appraisals, the emotions, and strong sense critical thinking.I will argue that although our emotions represent, on the one hand,obstacles to the achievement of moral integrity, they provide, on the otherhand, an invaluable tool for overcoming our self-deception about ourmoral commitments.

Romain, DianneProfessorDepartment of PhilosophySonoma State UniversityRohnert Park, CA 94928

In this workshop I will provide puzzles, games, songs, poems, pictures anddances designed to teach critical thinking concepts. Participants will havethe opportunity to exercise their imaginations to develop other ideas fortheir classes.

CS 68)

DAR 108)

ART 108)

Philosophy Comes Down toEarth: Critical Thinking in theCommunity College

86

8:45-10:15

3: 15-4:45

10:30-12:00

(August 4

(August 2

(August 2

Rudinow, JoelResearch AssociateCenter for Critical Thinking

and Moral CritiqueSonoma State UniversityRohnert Park, CA 94928

A critical review of current educational policy debate concerning the statusof Critical Thinking instruction in the community colleges. Objections areraised against increasingly influential arguments offered in support of thethesis that Critical Thinking be classified as essentially 'remedial'.

Rudinow, Joel How to Us~ the MediaCritically, Parts '1 and 2

A unique experiment in the Socratic use of television technology as a tool?f me~ia criticism and as a tool of education in media criticism. A panelmvolvmg adva.nced students of Critical Thinking will critically analyze asegment of nationally televised public affairs programming using the "stopaction" and "instant replay" capabilities of television technology, before alive television studio audience.*

*(Seating'is limited, and latecomers cannot be admitted to the studio)

(August 3 8:43-10: 15 •STEV 1063 Part 1)

(August 3 10:30-12:00 STEV 1063 Part 2)

Ruggiero, Vincent Ryan Profile of a "Thinking Person"Professor / AuthorDepartment of HumanitiesSUNY at Delhi CollegeDelhi, NY 13753

D:spi~e a!1 the b~oks and,articles tha~ have been written on the subject ofthmkmg mstruction, particularly durmg the last decade, teachers continueto ask several basic questions: What is critical thinking? What is creativethinking? How exactly should a course in thinking change a student? Whatare the characteristics of a "thinking person"? This presentation willaddress these questions.

Ruggiero, Vincent Ryan Teaching Thinking Across theCurriculum: A HolisticApproach

This presentation will detail a holistic approach 'to the teaching of thinkingthat, combines ~reative ,and c~itical ~hinking, cov~rs both problem-solvingand Issue-analysIs, and fits a wide vanety 6f courses across the curriculum. Inaddition to explaining this approach, the presentation will address thefollowing related matters: setting instructional objectives, developing generaland subject-specific thinking exercises, .and assessing student progress,

DAR 108)

STEV 3049)

Modifying Traditional WritingInstruction: Strategies toFacilitate Critical Thinking

8:45-10:15

3:15-4:45

85

(August 5

(August 4

Rosenberg, Vivian M.Associate ProfessorDepartment of Humanities

& CommunicationDrexel UniversityPhiladelphia, PA 19104

Although impressive changes have been made in composition pedagogy inthe last few years, too many English instructors still follow-or are expectedto follow-traditional strategies which undermine "strong sense" criticalthinking. This presentation will review four problem areas: 1) Paper Topics;2) The Research Paper; 3) The Tone of Student Papers; 4) The Use ofLiterary Language.

This workshop should be of interest to composition instructors and otherteachers who routinely assign papers as part of their course requirements.We will consider possible ways of modifying traditional instruction strategiesto foster "strong sense" critical thinking. Material for classroom use will bedistributed.

Rosenberg, Vivian M. Introducing AffectiveAwareness as a CriticalThinking Skill

Critical Thinking in the "strong" sense requires understanding how ourminds work. Because human beings are not machines, we must recognize theinevitable interlacing of ideas and feelings at every level of experience. Thusaffective awareness should be included as a major component of CriticalThinking.

In the past, too many logic textbooks advocated the avoidance of feelings inthe interest of rational deliberation. I recommend, instead, that we learn toexamine more rigorously the interactions of feelings and ideas. To illustratehow affective awareness can be taught in the classroom, I describe a programin which students are directed, consciously and systematically, to focus onfeelings-to identify how they feel as they deal with ideas and problems, andto consider how others feel.

Affective awareness is a teachable skill; it can-and should-be taught andpracticed not only in Critical Thinking courses but in any course wherepersonal psychological insight and empathy with others might improvecomprehension and performance. Those involved in the study of literature,history, psychology, social work, education, nursing, and many othersubjects will benefit in their professional lives from such a program; thataffective awareness benefits all of us in our personal lives is obvious.

Ruggiero,Vincent Ryan The Administrator's Rolein Thinking Instruction

This presentation will advance the idea that administrators have animportant role to play in the thinking movement, a role upon which theultimate success of the movement could well depend. The presentation willexamine the nature of this role, identify numerous ways in whichadministrators can promote and facilitate thinking, instruction in theirschools or colleges, and discuss the benefits such initiatives will bring toadministrators themselves and to their institutions.

Ruggiero, Vincent Ryan Dispositions-The NeglectedAspect of Thinking Instruction

All the understanding of creative and critical thinking and all the skill inapplying that understanding to problems and issues will profit studentslittle if they lack the motivation to think well. This fact has led a growingnumber of authorities on thinking instruction to urge that classroomteachers give special attention to the dispositions that underlie effectivethinking. This presentation will identify these dispositions and suggestways to assist students in developing them. (It will also examine theobstacles to such development and ways in which they can be overcome.)

-STEV 1002)

STEV 3046)

The Multi-Cultural Classroomas Model for the Teaching ofCritical Thinking

Critical Thinking andIndoctrination

10:30-12:00

88

(August 4 ',8:45-10:15

(August 2

Sarris, GregLecturerDepartment of Modern Thought

and LiteratureStanford UniversityStanford, CA 94305

The :nulti-cultural classroom, with its students from diverse backgrounds,provld~s teac,hers and s~udents alike an opportunity for open dialogueabout Immediate perceptions or long-standing thought or belief which notonly opens the knowledge base to others, in that others can challenge and~ffect that knowledge base, Qut enables us access to others so that we mightm turn become more sensitive and responsible. teachers and students ofcritical thinking. We must begin, then, to see the multi-cultural classroomas an asset, a repository of differences, from which the very stuff of criticalthinking in the strong sense is brought to light and examined by all andnot just a pre-selected few.

Ir: addition to providing theoretical background regarding criticaldiscourse and the culturally different student, I will present severalpr,a:tical exe:cis~s that will.help to open critical discourse and promoteCritical learnmg m the multi-cultural classroom. Most exercises will comefrom the teaching of writing at the high school and college levels, but willbe relevant to other subject areas and grade levels as well.

Siegel, HarveyProfessorUniversity of MiamiP,O. Box 248054Coral Gables, FL 33124

In wanting students to be critical thinkers, we want them to value criticalthinking and reason, for we want them to believe and act in accordancewith reasons. How do we develop in students these wants and values? Itappears that the only option is to indoctrinate students into the beliefs andvalues constitutive of critical thinking. But this is incompatible withcritical thinking, since beliefs which are held critically are held on the basisof r~asons, while indoctrinated beliefs are not. Thus, our problem: is it~osslble to educate for critical thinking withoU't indoctrinating the student

Into the ~eliefs a.nd .values of the critical thinker? After discussing thenature of mdoctrInatIon, and distinguishing between indoctrination andnon-indoc.trinati~eb~lieflvalue inculcation, I address this question. I arguethat .non-mdoctrmatIve education for critical thinking is possible, anddeSCrIbe such an education. .

ART 108)

STEV 1002)

STEV 1002)

Reflective Thinking:Variations on a Theme

10:30-12:00

87

1:30-3:00

10:30-12:00

(August 3

(August 3

(August 3

Sandberg, KateProfessorAnchorage Community College2533 Providence AvenueAnchorage, AK 99508-4670

Is it possible to create a reflective thinking model which integratesexperience, emotion, intuition, and more standard models of thinking toserve a variety of purposes? Could this model clearly show the structure ofdesigning solutions, making informed judgments, and understandingconcepts? After a presentation of such a model, participants will applytheir knowledge of thinking to discuss possible modifications. Annotatedbibliography included.

CS 68)

IVES 119)

Effective Integration ofThinking Across theCurriculum: Johnny and JaneCAN Think

8:45-10:15

1:30-3:00

90

(August 3

(August 4

Talbot, JanEducational Consultant/Chairperson, Subcommittee for CriticalThinking/Writing in History-Social Science5307 Rimwood DriveFair Oaks, CA 95628

"Th~nking" ,teache.rs have integrated the teaching of thinking across thecur:I~~lum In their classroom~ (K-12).' Specific lessons and motivatinga~tlvlt1es that have been particularly successful for students and teachersWIll be.shared: Ways we can know when thinking in the strongest sense isbecoming an Integral part of our lives will be explored.

(August 2 1:30-3:00 IVES 119)

Swartz, Robert A Framework for InfusingCritical Thinking into ScienceInstruction

This presentati~n will invol~e a demonstration of newly designed lessons~onstru~ted to mfuse teachmg for critical thinking into regular scienceinstruction through restructuring the way standard curriculum materialsare used. Ex~mples ~rom elementary science, high school biology, and highsch?ol chemIstry wIll be presented to illustrate a lesson structure which is?esigned to teach for the acquisition, assimilation, and transfer of all of theImportan~ critical thin~ing. skills useful in science. Techniques forconstructln~ teach~r-designed lessons using standard content materialfrom th~ sCIe:r:ces wIll ~ discussed, and the conception of critical thinkingunderlYing thiS work WIll be explicated. '

Talbot, Jan Teaching Thinking StrategiesAcross the Curriculum: TheHigher Order Thinking(H.O.T.) Project

This session, will describe development of the Higher Order Thinking(~.O.T.)Projects currently underway, under the direction ofH.O.T. ProjectDirector, ~~ys Quellma~z i~ Sacramento County, San Mateo County,Center UmfIed School Dlstnct and Arkansas. The projects involve teachersa~ all grade levels in a collaborative effort to develop and monitor students'hIgher order thinking skills within existing curricula. In the instructionalcompone~t, teachers, examine textbooks, other classroom resources andcourse. gUIdes to .des,l~n activities that will involve students in sustainedreasomr:g about slgmficant concepts and problems typically encountered inacademIc and practical situations. In the assess~ent component teachersevaluate student essays, projects and presentations to determine 'how well:tudents ~se and explai~ explicit higher Order thinking strategies. Followingd~ o~erview of the project, Jan Talbot, Project Coordinator of H.O.T. will

scnbe lessons which have been developed and discuss samples of studentwork.

STEV 1002)

STEV 2049)

Integrating Teaching forThinking into MainstreamClassroom Instruction

3:15-4:45

10:30-12:00

89

(August 2

(August 2

Siegel, Harvey Mini.Critical Thinking Course:Epistemological Underpinningsof Critical Thinking

To be a critical thinker is to base one's beliefs, opinions and actions onrelevant reasons. The notions of "reason" and "rationality" are, however,philosophically problematic. Just what is a reason? How do we know thatsome consideration constitutes a reason for doing or believing something?How do we evaluate the strength or merit of reasons? What is it for a beliefor action to be justified? What is the relationship between justification andtruth?

These questions are the meat and potatoes of that branch of philosophyknown as epistemology or the theory of knowledge. They might be thoughtof as abstact and unrelated to education for critical thinking. But so long ascritical thinking is thought of as essentially involving reasons andrationality, these questions are central to the critical thinking student'sunderstanding of her subject matter. So it is important for a criticalthinking course to help students understand the epistemology underlyingcritical thinking.

In this workshop we will examine these epistemological questions, andexplore their relevance for critical thinking. Beginning with ordinary,everyday examples, we will consider the concepts of reasons, evidence,justification, and truth. Our aim will be not only to get clear on thesenotions, but also to grasp the connection between these concepts andeducation for critical thinking.

Swartz, RobertCo-directorCritical and Creative

Thinking ProgramUniversity of MassachusettsBoston, MA 02125

Robert Swartz of the Critical and Creative Thinking Program at theUniversity ofMassachusetts at Boston will demonstrate and discuss lessonsand techniques that infuse a focus on critical thinking into classroominstruction by restructuring traditional content. The concept of criticalthinking that is utilized will be discussed as well as issues about thestructure of instructional programs in schools and school systems, that canfoster this kind of integration. Lessons will be demonstrated at bothelementary and secondary school areas.

Thinking Critically aboutEmotion-and the Role ofEmotion in Critical Thinking

STEV 3008)

The AFT Critical ThinkingProject: The Hammond,IN Pilot

8:45-10:15(August 3

Walsh, DebbieAssistant DirectorEducational Issues DepartmentAmerican Federation of Teachers555 New Jersey Avenue N.W.Washington; DC 20001

An overview of the Critical Thinking Project developed by the EducationalIssues Department of the American Federation of Teachers with specificfocus on the piloting of AFT's 35-hour training-of-trainers component of theproject. The pilot was a cooperative effort of the AFT, the HammondTeachers Federation and the I;-Iammond Public Schools to train a cadre of 23teachers who will provide the training throughout the Hammond schoolsystem. The program has now grown nationwide: The AFT videotape onthinking skills will also be previewed.

Tavris, CarolAuthor / Visiting ScholarDepartment of Psychology, UCLA1847 Nichols Canyon RoadLos Angeles, CA 90046

Historically, philosophers and psychologists have divided emotion andcognition into two camps: the "bestial" and the "human," the irrationaland the rational, the bad and the good. One implication of this perspec.tivehas been that emotion is death to critical thinking; that human bemgswould be able to think logically and solve their problems if only they didn'thave those nasty old mammalian emotions in the way. This' talk willdiscuss how new research is breaking down old dichotomies: for example,the role of cognition in generating emotion; the role of emotional arousalin influencing thought; and ways in which cognition can be "irrational"and emotion "rational."

DAR 108)

STEV 3008)

What's Wrong with the"Critical Thinking"Movement?

92

3:15+45

1:30-3:00

(August 3

(August 5

Walsh, Debbie Integrating Critical ThinkingSkills into the K.12Curriculum

This introductory workshop will provide an overview of the criticalthinking "movement," approaches to the concept and what the researchtells us. Sample strategies .will be illustrated for infusing classroominstruction and assessment of critical thinking skills and abilities withinthe disciplines. Small group activities will provide participants with anopportunity to analyze their existing approaches and to share and applynew strategies and techniques.

Warren, ThomasProfessorDepartment of PhilosophySolano Community CollegeP.O. Box 246Suisun City, CA 94585

It is evident that something is fundamentally wrong with the "criticalthinking" movement that has gained so much momentum in Americaneducation over the last several years. Specifically, I want to argue that 1)the general content of critical thinking pedagogy is not truly centered onhuman thinking at all, but on some other vital, but radically different,mental faculty which might better be called "reasoningj" and 2) thedevelopment of the capacity for thinking, and not merely reasoning, isprofoundly important and may even be the crucial condition for thedevelopment of individual moral consciousness (and, thus, the so-calledcritical thinking movement, while intending to develop moral insight andknowledge, may actually restrict itself from the subject).

DAR 108)

IVES: Warren)

10:30-12:00

91

10:30-12:00

(August 4

(August 2

Villarini, Angel R. Teaching Critical ThinkingProfessor Through Moral Deliberation:Faculty of General Studies An Interdisciplinary ApproachUniversity of Puerto RicoSan Juan, PR 00931 to the HumanitiesAfter seven years of practice, research and reflection on the teaching of ageneral education course in the Humanities (Western Civilization) andvery much influenced by my reading of such thinkers as John Dewey, JeanPiaget, Hans-George Gatamer, Paolo Freire and Paul Hirst ar:d my workwith Alverno College of Milwaukee, I have developed some Ideas aboutcritical thinking and the teaching of the Humanities that I would like toshare. Although these ideas were developed initially for a universitycourse, they have also been used to orient a process of curr~culum revisionand integration of Puerto Rico's public school system. I will focus on thefollowing: 1) Critical thinking in the "strong sense': is an .outgrowth of ~ur .metacognitive capacity in the direction of the dimenSions of execu~lvecontrol, dialogical, logical, epistemological, contextual and teleologicalthinking. 2) The Humanities are a way of experiencing reality, anhermeneutical and critical event, that must be approached as acontinuation and reconstruction of the student's experience. 3) TheHumanities are particulary suitable to foster critical thinking in relation tomoral deliberation in the context of contemporary controversial ethicopolitical issues which are basic for personal and citizenship development.4) The fundamental problem of teaching is to bridge the gap between the"horizon of experience" of the student and that of "disciplined knowledge"represented by the teacher. Through a teaching strategy of exploration,conceptualization and application, the teacher's role is to serve as amediator of knowledge. 5) The basic task of the teacher is to designactivities foster relations and develop instructional and evaluationalinstrume~ts and artifacts that will help in the development of criticalthinking. Several of these will be presented.

93

Weddle, Perry What a Lovely Generalization!This workshop is two themes-"Generalizing Responsibly," and "Sho~tingDown the Airy." Under the former, participants will e~plor~ ~he tOPI~ ofsampling, projecting generalizations from samples,. ~ubhc op,lnlon polling,and industrial applications. Under the latter, participants will explore. thetechniques of counter example and reductio a,d absurdum, and explor~va~lousways in which generalizations may be rationally hedged. Levels. ~hddleschool-College. Focus: Language Arts, Social Studies, Math, The SCiences.

(August 3 10:30-12:00 CS 68)

DAR 108)

STEV 3040)

STEV 3046)

Critical Thinking and MoralEducation

1:30-3:00

10:30-12:00

94

(August 2

(August 3

Weinstein, MarkDirector, Reasoning Shills ProjectCollege of EducationQueens College, CUNYFlushing, NY 11367

Critical thinking has an essential normative component. Theorists likeRichard Paul and Matthew Lipman have insisted that values education isat the heart of critical thinking in its most significant sense. This paperaddresses this issue within the context of developmental psychology andthe theory of virtues, contrasting the critical thinking perspective with,especially, that of Kohlberg rnd Peters.

(August 2 10:30-12:00

Weinstein, Mark Integrating Thinking Skillsinto the Curriculum

For the past two years the Reasoning Skills Project has ;'orked with NewYork area schools to develop thinking skills programs that meet theirinstructional needs. An analysis of the Project's strategies and outcomespoints to common features that need to be addressed when thinking skillscurricula are introduced into school settings. Curriculum samples ofmaterials developed by participating teachers will be available.

Weinstein, Mark Philosophy for Children:Hands-on Workshop

Philosophy for Children is among the most widely used and well respectedthinking skills programs available to the schools. The workshop willinclude participatory demonstrations o(two of the most popular curricula:The PIXIE program for grades three and four and HARRY STOTILEMEIER'S DISCOVERY for grades 5 and 6. The demonstration will befollowed by a discussion of issues of program implementation.

IVES 119)10:30-12:00

Deeds and Words: CriticalThinking Activities ThroughCritical Thinking Vocabulary

Thesis: The natural way to impart critical thin~ing skil~s i~ through the

E I' h language. A hundreds-of-terms list Will be distributed, termsng IS " " "" ") th ghranging from fundamental ("because, so, reason, , . rou

sophisticated ("burden of proof," "redefine the i~s~~," "w~rld ~iew':, . ).P ticipants will be asked to project classroom actlvltles which might instilla~~ cement the concepts embodied in the terms. Levels:

Elementary-College.

(August 2

Weddle, Perry

Weddle, Perry But That's Just Your OpinionProfessor/Author/Editor, CT NEWSDepartment of PhilosophyCalifornia State University, Sacramento6000 J StreetSacramento, CA 95819

Participants in this workshop will explore relationship~ between ~ereconjecture, the educated guess, reality, fals~hood, firm grounding:creativity, babble, brainstorming, truth.. emotions and fact. Method:Socratic. Pace: Frenetic. Level: Middle school-College. Goal.Staightening things out, and realizing the depth of the problem. Focus:Sciences, Language Arts, Social Studies, Math.

(August 2 3:15-4:45 IVES 119)

Eugene Garver

John Chaffee

Anthony Corso

Frans van Eemeren

Alec FisherRob Grootendorst

Marek Zelazkiewicz

SU:MP)

STEV 1002)

96

10:30-12:00

10:30-12:00

(August 3

(August 5

Carol KnightProfessorTidewater Community CollegeChesapeake, VA 23320

Critical Thinking in European EducationChair: Richard W. Paul

W.D. RobinsonProfessorEdge Hill College of

Higher EdcationSt. Helens Road, OrmskirkLancashire, Great Britain L394QP

This panel will ~ocus on the nature and role of critical thinking inEuropean EducatIOn today, with special attention to Great Britain thNetherlands, and Poland. ' e

Exploring .the I.nteraction of Thoughts, Feelings andEmotIons m Developing Critical Thinking

Vivian Rosenberg V· .lUcent Ryan Ruggiero

T?i.s pan~l -:ill ~ocus on alternative models and strategies for fosterinCritical thmkmg mstruction across the college and university curriculum~

(August 3 8:45-10:15 SU:MP)

-Roberta KernEducational Consultant

1314 N.E. 43rd Street, Suite 212Seattle, WA 98105

Assuming th?t there is an on-going set of interactions between _the~houghts, feelI?-gs, and e~otions of the thinker, how should we take thismto ~CCOU?t m attemptmg to foster fair-minded critical thinking? ThepanelIsts Will explore this question.

PANELSCritical Thinking Across the College and University

Curriculum

DAR 112)

DAR 108)

Decision-making and CriticalThinking for ElementarySchool Students

95

8:45-10:15

8:45-10:15

(August 4

(August 3

Wright, IanProfessorFaculty of EducationUniversity of British ColumbiaVancouver, B.C.Canada V6T lZ5

Critical thinking includes reasoning about what to do. If we wish to teachstudents how to make intelligent decisions in their school and out of schoollives, then we must teach them how to think critically. Through the mediumof a simulation game, participants will focus on some of the critical thinkingabilities, standards, and dispositions needed in decision-making.

Zelazkiewicz, MarekProfessor of Sociology, University ofWarsaw, Poland / Visiting ProfessorDepartment of SociologyUniversity of California, Los AngelesLos Angeles, CA 90024

The Contribution of MoralCritique and Critical Thinkingto the Emergence of theIndependent EducationMovement and the AlternativeSociety in Poland (1976-1986)

During the last ten years, Polish society has experienced dramatic andunexpected changes which have resulted in the emergence of a so-calledalternative or self-organizing society. This part of the Polish nationcrystallized itself as an alternative to both the monopolistic party-statesystem and the Catholic Church and has evolved to a significantextent onthe basis of moral critique and critical thinking, initially in the weak andfinally in the strong sense.

In the area of education during the last ten years such groups as the FlyingUniversity, the Society for Academic Studies, students' and workers' selfeducation circles have organized seminar courses and lectures both openlyand secretly in churches and private homes. Recently, independentnetworks of scholars and students stimulated by the national renewalduring the solidarity era have proliferated and persisted. Similar new socialpatterns have evolved in many other areas of social life, partially in theunderground. Critical thinking and moral critique have been the drivingforce behind this development on a mass scale of new social phenomena.

SU:MP)

SU:MP)

SU:MP)

SU:MP)

98

3: 15-4:45

10:30-12:00

8:45-10:15

(August 2

(August 5

(August 5

(August 4 " 1O:30-1l:00

Self-Serving Versus Fair-Minded Critical Thinking: HowImportant is the Weak Sense/Strong Sense Distinction?

Lenore Langsdorf Perry Weddle

Ralph Johnson Robert Ennis

This panel will explore the extent to which it is important to distinguishself-serving from fair-minded critical thinking in designing instruction forcritical thinking.

Statewide Critical Thinking Testing in California:What Has It and What Has It Not Accomplished?

Perry Weddle Robert Ennis

Jan TalbotThis panel will consider the nature and impact of mandated statewidecritical thinking testing in California.

Can One Think Critically Without Thinking Creatively?Can One Think Creatively Without Thinking Critically?

Sharon Bailin Lou Miller

David Perkins Richard PaulThis panel will consider the degree of 'interrelationship andmterdependence of what are sometimes designated as two different modesof thinking: critical and creative thinking.

Critical Thinking and Third WOJ;ld Communities

Greg Sarris Abelardo Brenes

Angel Villcirini

T~i.s pan~l ,":ill ~xp,~or~ the spe;,ial challenges and obstacles to fosteringCritical thmkmg m third world communities.

Richard W. Paul

Lenore Langsdorf

T. Edward Darner

SU:MP)

SU:MP)

SU:MP)

SU:MP)

97

3:15-4:45

1:30-3:00

10:30-12:00

8:45-10:15

(August 3

(August 2

(August 2

(August 4

William Dorman

What is the Appropriate Role of Critical Thinkingin Pre-Service Education?

Critical Thinking and Curricular Reform in Secondaryand Higher Education

Chair: Donald Lazere Fred Korn

Glenn Irvin George Hanford

Rexford Brown Jere JonesThis panel will focus on institutional obstacles to a unified curriculum forcritical thinking and explore possible means of overcoming them.

Carl JensenDirector, Project Censored

Department of Communications StudiesSonoma State University

This panel will consider the many challenges and opportunities which areposed by the powerful influence for good or ill of the mass media today.The role that critical thinking needs to play for the media consumer andthe implications of this for education will be canvassed.

Critical Thinking and the Media

Critical Thinking and Informal Logic:How Do They Relate?

Luiza B. AmodeoDean

School of EducationSonoma State University

If public school teachers are to foster critical thinking in all of theirteaching, how should pre-service education be designed to accomplish thisend? What are some of the obstacles and dilemmas to be faced in movingin this direction?

Robert Swartz

Ralph JohnsonJohn Hoaglund

This panel will explore the interrelations of critical thinking and informallogic and the significance of those interrelations for pedagogical purposes.

What Are State Departments of Education Doing AboutCritical Thinking?

Critical Thinking Programs: Strategies for Implementingthe Teaching of Critical Thinking

SU:MP)

SU:MP)

STEV 1002)

100

3:15-4:45

1:30-3:00

1:30-3:00

(August 4

(August 3

(August 4

Critical Thinking and Social Studies

Paul Baker Ian Wright

Chuck StaneartChair, Region 7 History-Social Science

Assessment Steering CommitteeHuntington Beach Unified High School District

10251 Yorktown AvenueHuntington Beach, CA 92646

This panel will consider some of the contributions that the new emphasison critical thinking can ha,-;e in Social Studies instruction, as well as thevarious obstacles that need to be overcome in making that emphasis acommon classroom reality. .

Critical Thinking in Community Colleges:The Title V Mandate in California

Chair: John Prihoda John FeareDonald Klein Paul WheatcroftProfessor / Facilitator, Title V Professor

Critical Thinking Group Department of PhilosophyGavilan College Grossmont College5055 Santa Teresa Boulevard 8800 Grossmont College DriveGilroy, CA 95020 EI Cajon, CA 92020

This panel will focus on critical thinking in community college curriculumand teaching, with special consideration of the "Title Five" mandate whichrequires that all community college courses be so structured that the"ability to think critically"s essential to participation in the course.

Psychology and Critical Thinking:The Affective Dimension

Hiler, Wesley Harvey SiegelClinical Psychologist300 Stony Point Road David PerkinsSanta Rosa, CA 95401 Carol Tavris

This panel will focus on the affective dimension of critical and uncriticalthinking, with special consideration of the contribution of clinical andsocial psychology. Implications for teaching and everyday living will beexplored.

Fran Claggett

DAR 108)

STEV 1002)

STEV 1002)

Joel PetersonProfessorDepartment of PhilosophyNorth Hennepin Community College7411 85th Avenue NorthMinneapolis, MN 55445

Theresa BookerCoordinatorReading/Reasoning CenterNortheastern Illinois University5500 N. St. Louis AvenueChicago, IL 60625

3:15-4:45

3:15-4:45

99

10:30-12:00

(August 4

(August 4

(August 4

Sharon ScullAssociate Professor

Department of EnglishGlendale Community College

1500 North Verdugo RoadGlendale, CA 91208

This panel will introduce a variety of approaches to infusing criticalthinking into subject matter instruction, secondary through communitycollege and university level.

Alice laquintaProfessorDepartment of Communcations and

Social ServiceMoraine Park Technical Institute2151 North Main StreetWest Bend, WI 53095-1598

Chuck WiederholdCurriculum ConsultantPlacer County Office Education360 Nevada StreetAuburn, CA 95603-3779

Reading, Writing and Critical Thinking

Fran Claggett Linda Phillips

Jan Talbot

This panel will explore the interdependence of critical thinking andreading and writing skills.

Mark Weinstein

Ken Bumgarner

This panel will explore the general approaches being used to facilitate theinfusion of critical thinking into the curriculum in three vanguard states:Washington, California and New York.

Mini..Critical Thinking CourseDuring the conference an actual course in critical thinking will beconducted. Textbook authors and other experienced critical thinkinginstructors will provide a crash course on a dimension of critical thinking,

as follows:Sunday, August 2

8:00 pm

Sunday, August 28:00 pm

Sunday, August 28:00 pm

Analyzing Arguments in Historyand Social Science: AnInterdisciplinary Problem andApproa\;h

Guessing: Reading as Prediction

Incorporation of Critical andCreative Thinking into theCommunity College Curriculum:One Unique Approach

EVENING:INFORMAL EXCHANGE OF IDEAS

guring the Fsocial hours, there will be small group discussions in the Diningommons acuIty Lounge on the following topics:

Carol Knight

Alice Iaquinta

Joan Rosen

Critical Thinking and AdvertisingMonday, August 3, 10:30-12 noonSTEV 2049

Epistemological Underpinnings ofCritical Thinking

Sunday, August 2, 3:15-4:45 pmSTEV 2049

Constructing Arguments for OpposingPoints of View

Sunday, August 2, 1:30-3:00 pmSTEV 2049

Ralph Johnson

Harvey Siegel

Gerald Nosich

John Chaffee Critical and Creative Problem SolvingMonday, August 3, 1:30-3:00 pmSTEV 2049

Roberta Kern The Positive Role that EmotionsPlay in Critical Thinking

Monday, August 38:00 pm

Harvey Lape, R h heac ing t e Abstract Through theSharon Schwarze Concrete

M. Neil Browne,Stuart Keeley

T. Edward Darner

James Freeman

John Hoaglund

Carol LaBar,Ian Wright

The Unnecessary Tension Between ValuesAnalysis and Critical Thinking

Tuesday, August 4, 10:30-12 noonSTEV 2049

What the Fallacies Can Teach UsAbout Good Arguments

Tuesday, August 4, 1:30-3:00 pmSTEV 2049

Argument DiagramingTuesday, August 4,3:15-4:45 pmSTEV 2049

Stimulating Thinking About Thinkingwith Logical Puzzles

Wednesday, August 5, 8:45-10:15 amSTEV 2049

Practical Reasoning and Principle TestingWednesday, August 5, 10:30-12 noonSTEV 2049

101

Joel Peterson

Theresa Booker

Facilitator:Donald Klein

Creative Problem Solving

Critical Thinking/Reading aCritical Bridge to AcademicAchievement

* * * * * * * *

Roundtable Discussion:Critical Thinking Title V Mandate:Strategies for Inplementation

102

Monday, August 38:00 pm

Tuesday, August 48:00 pm

Tuesday, August 48:00 pm

Tuesday, August 48:00 pmCS 68

SPECIAL INTEREST GROUPS(Tuesday, August 4 7:35-8:35 am)

® Critical Thinking in Social Studies CS 68(including Sociology, Anthropology, History and Psychology)

® Critical Thinking in the Arts NICH 173

@) Critical Thinking in Science and Math NICH 166

104

VIDEOTAPE RESOURCESVideotapes are one of the most important developing resources for criticalthinking in-service education. They can be used in a variety of ways: 1) asdiscussion starters, 2) as sources of information on the nature of criticalthinking, 3) as models of critical thinking, and 4) as models for classroominstruction. All of the following videotapes have been developed as lowcost resources. No attempt has been made to achieve broadcast quality.Some of these videotapes will be shown in an alcove in the Commonsduring the evening social hours and during the day in the Student Uniondownstairs lobby. A complete description of the following Videotapes willbe available at the conference registration desk.

Critical Thinking in ScienceCritical Thinking in HistoryDialogical Practice, Program IDialogical Practice, Program II

Critical Thinking: The State of the Field

Socratic Questioning in Large Group Discussion (4th Grade)

Socratic Questioning in Large Group Discussion (6th Grade)Socratic Questioning in Large Group Discussion (7th & 8th Grades)Learning How to Think About ThinkingThe Attributes of a Critical ThinkerStudent Insights into Metacognition

Four-Part Workshop in Critical Thinking Instruction:Part 1: Introduction to the ConceptPart 2: Dialogical PracticePart 3: Reciprocity

Part 4: Socratic Questions

Critical and Creative Thinking

Coaching Teachers Who Teach Critical Thinking.Critical Thinking and Women's Issues

Problems with Teaching How to Use Arguments to DecideWhat to Believe

Effective Design for Critical Thinking InserviceCritical Thinking and the History-Social Science

Curriculum, Grades 9-12

Bridging the Gap Between Teachers' Verbal Allegiance to CriticalThinking and Their Actual Behavior

Teaching Critical Thinking Across the Curriculum

Language Arts and Critical Thinking for Remedial andBilingual Students

A Conception of Critical Thinking

How to Write Critical Thinking Test Questions

The Human Image System and Thinking Critically in the Strong Sense

STEV 3046

CS20

STEV 3008

STEV 2049

DAR 108

STEV 1002

DAR 112

STEV 3049

STEV 3040

In order to facilitate networking within critical thinking special interestgroups, a special time has been set aside for such groups to organizethemselves if they so wish. A facilitator for this process will be present atthe meeting but the nature and extent of the organization that is set up willbe dependent entirely upon the will of the members present at the meeting.The Center will continue to schedule meeting times for the groups atfuture conferences if interest justifies such continuance.

103

® Critical Thinking Assessment

@ Critical Thinker For the Slow or Disadvantaged Learner

<D Elementary (K-6)

® Middle School (7-8)

® High School (9-12)

CD Critical Thinking StaffDevelopment (K-12)

® Community College

® 4 Year College and University

(j) Critical Thinking in Literature and Language Arts

MembershipMichael Scriven

University of Western Australia

David PerkinsHarvard University

Robert EnnisDirector, lIlinois Critical Thinking

Project

Stephen NorrisMemorial University of Newfoundland

Carolyn Sue HughesPresident Emeritus, A.S.C.D.

John HoaglundChristopher Newport College

Ronald GiereIndiana University, Bloomington

Dolores GalloCo-director, Critical and Creative

Thinking ProgramU-Mass.-Boston

Richard W. PaulDirector, Center for Critical

Thinking and Moral Critique

Jonathan AdlerBrooklyn College, C.U.N.Y.

Art CostaCalifornia State University

Carol La BarUniversity of British Columbia

Edys QuellmaIzFormerly Stanford University

106

Joseph WilliamsUniversity of Chicago

Matthew LipmanDirector, Institute for theAdvancement of Philosophy for Children

Irving SiegelEducational Testing Service

Debbie WalshAssistant Director, Educational IssuesDepartment, A.F.T.

Trudy GovierFormerly University of Calgary

John PrihodaPresident/Superintendent, Iowa ValleyCommunity College

Jim WilliamsonMathematics Coordinator, BillingsPublic Schools

Ian WrightUniversity of British Columbia

Vincent RuggieroS.U.N.Y. Delhi College

George HanfordPresident Emeritus, College Board

Albert ShankerPresident, American Federationof Teachers

Jonathan KozolFellow, John Simon GuggenheimMemorial Foundation

National Council for Excellencein Critical Thinking Instruction

As the term "Critical Thinking" gains greater and greater currency ineducation, there is a growing number of individuals who are declaringthemselves experts in the field and promising to provide short-termtraining for teachers and simple-to-apply programs and strategies. Thepurpose of the National Council is to draw upon the collective wisdom ofthose in leadership in the field to articulate minimal standards for qualityin-service and instruction in critical thinking and to help serve as aclearinghouse for information a~out quality programs and strategies:

105

Egocentricity: What It Is and Why It Matters

Philosophy for ChildrenCritical Thinking in Math and ScienceMoral and Practical Reasoning: Differences, Relations, Applications

Projects for Integrating Critical ThinkingVarieties of Critical Thinking Tests: Their Design and UseTeaching Critical Thinking in the Strong Sense in Elementary,

Secondary and High EducationWorkshop on the Art of Teaching Critical Thinking in the

Strong SenseCritical Thinking's Original Sin: Round Two

Knowledge as Design in the ClassroomThe Possibility of InventionThe Role of Thinking in Reading ComprehensionCritical Thinking at the Community CollegeTeaching Thinking Strategies Across the Curriculum: The Higher Order

Thinking (H.O.T.) Project: Elementary LevelMoral Argument as a Means of Introducing Critical Thinking Skills to

Elementary School StudentsWhy Not Debate? Strong Sense Critical Thinking Assignments

Introducing Affective AwarenessCan Critical Thinking be Taught? A Teaching Strategy for Developing

Dialectical Thinking SkillsMini-Critical Thinking Course:

Using Arguments to Decide What to Believe

Critical and Creative Problem SolvingLearning About Good Arguments Through the Fallacies

Argument DiagramingStimulating Thinking About Thinking with Logical Puzzles

Information and the Mass MediaPractical ReasoningThe Nature of Critical Thinking through Socratic Interrogation

Dispositions: The Neglected Aspect of Critical Thinking

Epistemological Underpinnings of Critical Thinking

S. Morris EngelUniversity of Southern California

Robert SwartzCo-director, Critical and CreativeThinking Program, U-Mass.-Boston

Gerald NosichUniversity of New Orleans

T. Edward DarnerEmory and Henry College

Ralph JohnsonUniversity of Windsor

J. Anthony BlairUniversity of Windsor

Edward M. GlaserPresident, Human InteractionResearch Institute

David HitchcockMcMaster University

Donald LazereCalifornia PolytechnicState University

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Dan DolanMontana Office of Public

Instruction

Perry WeddleCalifornia State University,

Sacramento

Lenore LangsdorfUniversity of Texas

Donald NolanParkland College

Joel RudinowResearch Associate, Center for Critical

Thinking and Moral Critique

Harvey SiegelUniversity of Miami

Ronald S. BrandtExecutive Editor, Educational

Leadership

Diane HalpernCalifornia State University,

San Bernardino

Rita KingHistory-Social Science

Assesment Advisory Committee

Center for Critical Thinking & Moral CritiqueSonoma State University

The Center conducts advanced research, inservice education programs,professional conferences, and disseminates information on criticalthinking and moral critique. It is premised on the democratic ideal as aprinciple of social organization, that is, that it is possible

so to structure the arrangements of society as to rest them ultimatelyupon the freely given consent of its members. Such an aim requiresthe institutionalization of reasoned procedures for the critical andpublic review of policy; it demands that judgments of policy beviewed not as the fixed privilege of any class or elite but as thecommon task of all, and it requires the supplanting of arbitrary andviolent alteration of policy with institutionally dianneled changeordered by reasoned persuasion and informed consent.*

It conducts its research through an international network of fellows andassociates, as follows:

Honorary FellowsMax Black, Professor of Philosophy, Cornell University, Ithaca, NY

Robert Ennis, Director, Illinois Thinking Project, University of Illinois,Champaign, IL

Edward M. Glaser, Psych610gist, Founder, Watson-Glaser CriticalThinking Appraisal, Los Angeles, CA

Matthew Lipman, Professor of Philosophy, Founder and Director,Institute for the Advancement ofPhilosophy for Children, Montclair, NJ

Israel Scheffler, Thomas Professor of Education and Philosophy, HarvardUniversity, Cambridge, MA

Michael Scriven, Professor of Philosophy, University of Western Australia,Nedlands, Australia

Research AssociatesJ. Anthony Blair, Professor of Philosophy, University of Windsor,

Ontario, Canada

Carl Jensen, Associate Professor of Communications Studies, SonomaState University, Rohnert Park, CA

Ralph Johnson, Professor of Philosophy, University of Windsor, Ontario,Canada

Don Lazere, Professor of English, California Polytechnic State University,San Luis Obispo, CA •

Perry Weddle, Professor of Philosophy, California State University,Sacramento, CA

Ian Wright, Professor of Education, University of British Columbia,British Columbia, Canada

Joel Rudinow, Assistant Professor of Philosophy, Sonoma StateUniversity, Rohnert Park, CA

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Robert Ennis

David PerkinsMatthew Lipman

Edward M. Glaser

*lsrael Schemer, Reason and Teaching (1973, Bobbs·Merrii Co., Inc.) page 137

Center for Critical Thinking and Moral CritiqueSonoma State UniversityRohnert Park, CA 94928

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DirectorRichard W. Paul, Center for Critical Thinking and Moral Critique

The work of the Center includes an annual international Conference onCritical Thinking and Education; Master's Degree in Education withemphasis in Critical Thinking; Supplementary Authorization Program inthe teaching of critical thinking (under the Single Subject WaiverCredential Program of the State of California); inservice programs in theteaching of critical thinking; Research Intern program (for graduatestudents in the field of critical thinking and moral critique); a resourcecenter for the distribution of tests, documents, position papers; andresearch in the field of critical thinking and moral critique and in thereform of education based upon the teaching of reasoning and criticalthinking skills across the curriculum. Other recent contributors includethe historian Henry Steele Commager and George H. Hanford, Presidentof the College Board.

Teaching Associates

Robert Ennis, Center Fellow

Carl Jensen, Center Research Associate

Don Lazere, Center Research Associate

Richard Paul, Director

Dianne Romain, Assistant Professor of Philosophy,Sonoma State University

Douglas Martin, Associate Professor of Chemistry,Sonoma State University

Joel Rudinow, Center Research Associate

NOTES

Richard Paul

Jan Talbot

Carol Tavris

Tony Blair

Documents

The Seventh Annual CRITICAL THINKING EDUCATIONAL …...published a national position paper on critical thinking. The Center for CriticalThinking and Moral Critique has been working