This report identifies effective metacognitive strategies for supporting critical thinking and aiding learning. It may be of particular use to teachers looking to introduce more theory into their practice.
Critical thinking: why is it so hard to teach?
Synopsis
In this report cognitive psychologist, Professor Willingham, argues that critical thinking is not a skill but instead consists of the ability to see both sides of an issue; a willingness to accept new evidence even if it disputes your ideas; being able to reason dispassionately; demanding that claims be backed by evidence; and deducing and inferring conclusions from available facts.
Working from the basis of this definition, he suggests that there are not sets of critical thinking skills that can be acquired or taught. Rather, that the ability to think critically comes from metacognitive strategies that, once learned, make such thinking easier.
The ability to think critically, and to do what the metacognitive strategies require, additionally depends on one’s own knowledge and practice of certain areas. Willingham concludes by suggesting that critical thinking should not be taught on its own, but rather in the broader context of subject knowledge.