thinking critically about critical thinking by jennifer wilson mulnix

Thinking Critically about Critical Thinking

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Fostering the Development of Master Adaptive Learners: A Conceptual Model to Guide Skill Acquisition in Medical Education.

Exploring the pedagogical meaning and implications of the 4cs “super skills” for the 21 st century through bruner’s 5e lenses of knowledge construction to improve pedagogies of the new learning paradigm, the effects of problem-based learning on pre-service teachers' critical thinking dispositions and perceptions of problem-solving ability, a model of critical thinking in higher education, ricosre: a learning model to develop critical thinking skills for students with different academic abilities., groundwork for the metaphysics of morals, subjection of women., the subjection of women, teaching critical thinking: some lessons from cognitive science, immanuel kant: practical philosophy: groundwork of the metaphysics of morals (1785), related papers (5), teaching critical thinking for transfer across domains: dispositions, skills, structure training, and metacognitive monitoring., critical thinking assessment, critical thinking: a statement of expert consensus for purposes of educational assessment and instruction, thought and knowledge: an introduction to critical thinking, critical thinking and subject specificity: clarification and needed research:.

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Jennifer W Mulnix

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Using a Writing Portfolio Project to Teach Critical Thinking Skills

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Jennifer Mulnix, PhD

508-910-6869

508-999-9217

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Liberal Arts 355

• Applied Ethics
• Legal Studies
• Philosophy BA
• Philosophy Pre-Law
• Religious Studies

An introduction to philosophy as the persistent and methodical attempt to think clearly about universal problems of human life, such as ways of knowing and studies in value.

Exploration of historical and contemporary concepts of happiness, as well as causes of happiness. This course examines the nature of happiness, surveying philosophical perspectives on happiness, as well as the likely causes of happiness, utilizing current scientific studies on happiness to help inform the philosophical theories discussed. Insights from positive psychology may also be explored.

Online and Continuing Education Courses

Exploration of historical and contemporary concepts of happiness, as well as causes of happiness. This course examines the nature of happiness, surveying philosophical perspectives on happiness, as well as the likely causes of happiness, utilizing current scientific studies on happiness to help inform the philosophical theories discussed. Insights from positive psychology may also be explored. Register for this course.

Research interests

• Epistemology, Philosophy of Mind, Philosophy of Happiness, Critical Thinking, and Philosophical Pedagogy
• Ethics, Applied Ethics, Political Philosophy, History of Early Modern Philosophy, Metaphysics, and Asian Philosophy

Select publications

See curriculum vitae for more publications

• Mulnix, Jennifer Wilson, and M.J. Mulnix (2015). Happy Lives, Good Lives: A Philosophical Examination
• Mulnix, Jennifer Wilson, and M.J. Mulnix, eds. (2015). Theories of Happiness: An Anthology
• Mulnix, Jennifer Wilson (2013). Reliabilism and Demon World Victims Tópicos , 44, 35-82.
• Mulnix, Jennifer Wilson (2012). Rethinking the A Priori/A Posteriori Distinction Logos & Episteme , 3(2), 261-277.
• Mulnix, Jennifer Wilson (2012). “Semantic Externalism, Self-Knowledge, and Slow Switching Synthesis Philosophica , 26(2), 375-390.

Dr. Mulnix is a Professor of Philosophy, the Chair of the UMassD Philosophy Department, and President of the American Association of Philosophy Teachers. Most of her current research focuses on happiness and well-being. She is also interested in Buddhism as well as theories of knowledge and the mind. Dr. Mulnix has two published books (co-authored with M.J. Mulnix of Salem State University): Happy Lives, Good Lives: A Philosophical Examination and Theories of Happiness: An Anthology from Broadview Press. She loves philosophy, comedy, watching movies and sports, playing tennis, watercolor painting, and traveling around the world.

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• academia.edu
• https://umassd.academia.edu/JenniferMulnix

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• DOI: 10.5840/TEACHPHIL20103313
• Corpus ID: 170799569

Using a Writing Portfolio Project to Teach Critical Thinking Skills

• J. W. Mulnix , M. J. Mulnix
• Published 1 February 2010
• Philosophy, Education
• Teaching Philosophy

16 Citations

Teaching and assessing critical thinking in second language writing: an infusion approach.

• Highly Influenced
• 12 Excerpts

Thinking Critically about Critical Thinking

Exploring instructors’ beliefs about and practices in promoting students’ critical thinking skills in writing classes, turning english language teaching into service learning: transformative education for fourth industrial revolution, analisis keterampilan berpikir kritis matematis ditinjau dari multiple intelligences pada peserta didik kelas v di sekolah dasar, critical thinking, autonomous learning, and academic grit among preservice efl teachers, investigating efl writers’ critical thinking performance across languages, constructing a critical thinking evaluation framework for college students majoring in the humanities, critical thinking in the preschool classroom - a systematic literature review, the interplay of oral english development and critical thinking training in a centralized efl curriculum, related papers.

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Thinking Critically about Critical Thinking

Educational Philosophy and Theory

As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting them to critical scrutiny. I also distinguish critical thinking from other forms of mental processes with which it is often conflated. Next, I present my own conception of critical thinking, wherein it fundamentally consists in acquiring, developing, and exercising the ability to grasp inferential connections holding between statements. Finally, given this account of critical thinking, and given recent studies in cognitive science, I suggest the most effective means for teaching students to think critically.

Related Papers

Craig Gibson

Michael Shaughnessy

John P. Portelli

Pedagogy and the Human Sciences

Matthew H. Bowker (M.H. Bowker) , K. Patrick Fazioli

Contemporary discussions of critical thinking lack serious consideration of students’ thinking-processes as phenomena embedded within the contexts of psychological and interpersonal relationships. This paper departs from past and present approaches to critical thinking pedagogy by analogizing thinking and critical thinking with forms of relating: to self, to others, to objects of thought, and to what we describe as “thinking-relationships.” The analogy of thinking with relating permits us to examine more closely the connections between self, psyche, student, teacher, and learning institution, and to apply valuable insights from the fields of social philosophy and psychoanalytic theory to critical thinking pedagogy and practice. This paper introduces the metaphor of critical thinking as relating to one’s thinking-relationships, explores the contexts in which such critical thinking-relationships are embedded, identifies hidden desires, defenses, and fantasies that may hinder the development of critical thinking, and concludes by reflecting upon the link between the ethical development of the person and the ideal of critical thinking.

Roland Case

practice” (1991, p. 354). Research in the U.S. supports these observations. For example, Su’s (1990) study, based on interviews with 112 educators, found that although teachers stated that they valued critical thinking they did not implement it in their classrooms. Similarly, in her study of a three-year project to foster critical thinking in social studies, McKee (1988) found that teachers spent only four percent of class time on reasoning activities.

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia

lala ananda

Education Sciences

Dimitris Pnevmatikos

Higher education institutions are responsible for preparing and equipping undergraduate students with the skills required by the labor market, such as critical thinking. However, academics should consider students’ pre-existing ideas before designing and implementing an instructional intervention regarding critical thinking. Drawing on the literature for conceptual change, the current study aimed to map students’ conceptualization of critical thinking and their ideas regarding the acquisition of critical thinking. In total, 243 first-year social sciences students participated in the study. To explore students’ ideas, the authors constructed an instrument with 20 scientific and non-scientific statements about critical thinking. The instrument was a two-tier questionnaire, and participants indicated their level of agreement with each statement using a 5-point Likert scale as well as their confidence in their answers. Students’ ideas were categorized into six groups depending on their ...

Change: The Magazine of Higher Learning

Martin Davies

A rehearsal of a new way of teaching critical thinking by means of computer-aided argument mapping and a procedural method by which to do so.

Educational Theory

Mark Weinstein

Informal Logic

Jeffrey Maynes

Cognitive bias presents as a pressing challenge to critical thinking education. While many have focused on how to eliminate or mitigate cognitive bias, others have argued that these biases are better understood as result from adaptive reasoning heuristics which are, in the right conditions, rational modes of reasoning about the world. This approach presents a new challenge to critical thinking education: if these heuristics are rational under the right conditions, does teaching critical thinking undermine student abilities to reason effectively in real life reasoning scenarios? I argue that this challenge calls for a reconception of the goals of critical thinking education to focus on how rational ideals are best achieved or approximated in human reasoners. Critical thinking educators should focus on developing the metacognitive skill to recognize when different cognitive strategies (including the heuristics) should be used.

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Critical Thinking: A Beginner's Guide to Critical Thinking, Better Decision Making and Problem Solving Paperback – February 9, 2017

• What critical thinking practically is
• The different parts of your thought process that comprise critical thinking
• The advantages that you gain from exercising critical thinking
• How you need to treat your brain so that it is healthy enough to pursue critical thinking
• The techniques of critical thinking that are best for solving problems
• Steps to become an accomplished decision maker
• Ways to enhance the critical thinking process
• Strategies that you can employ in the critical thinking process
• The best sequence of events to follow when engaging in the critical thinking process
• The way to make the best decisions in a group setting
• The best way to frame your questions in order to improve your proficiency in critical thinking

Buy your copy today!

• Print length 114 pages
• Language English
• Publication date February 9, 2017
• Dimensions 6 x 0.26 x 9 inches
• ISBN-10 1542966140
• ISBN-13 978-1542966146
• See all details

Product details

• Publisher ‏ : ‎ CreateSpace Independent Publishing Platform (February 9, 2017)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 114 pages
• ISBN-10 ‏ : ‎ 1542966140
• ISBN-13 ‏ : ‎ 978-1542966146
• Item Weight ‏ : ‎ 7 ounces
• Dimensions ‏ : ‎ 6 x 0.26 x 9 inches
• #5,232 in Education Theory (Books)

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Jennifer wilson.

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Teaching Philosophy

Volume 33, issue 1, march 2010.

Using a Writing Portfolio Project to Teach Critical Thinking Skills

In this paper, we present an especially effective tool for helping students to learn and apply the skills of critical reasoning. Our Writing Portfolio Project is a set of nine progressively staged writing assignments that guide students through the formulation and development of an argumentative paper. The set of assignments are designed to reinforce, reintroduce, and repeat critical reasoning skills. In this paper, we articulate the potential uses for the Writing Portfolio Project, give a brief explanation of the reasoning behind the format of the project, and indicate ways one might implement the Writing Portfolio Project into one’s curriculum.