Conceptualizations of critical thinking lack precision, reduce CT to cognitive skills, and are constrained by narrow criteriological and normative perspectives¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article argues that CT lacks conceptual precision, has been reduced to a set of cognitive skills disconnected from its philosophical underpinnings, and is constrained by narrow criteriological and normative perspectives. → Murphy 2023

Evidence¶

Murphy 2023¶

Murphy, P. Karen, Ogata, Tyler, & Schoute, Eric C. (2023). “Valued” thinking in education: Liberating the narrative. Educational Psychology Review, 35. https://doi.org/10.1007/s10648-023-09754-0

q1 · i? · theoretical · r2

Theoretical argument in the article's framing of the mid-life narrative of valued thinking in psychology and education. The authors contend that "The lack of conceptual precision and reduction of CT to a set of cognitive skills" disconnects CT from philosophy, and that operationalizations are "constrained by narrow criteriological and normative perspectives." No empirical data are offered; this is the authors' scholarly argument.

"The lack of conceptual precision and reduction of CT to a set of cognitive skills is largely disconnected from its philosophical underpinnings which concern not just matters of epistemology but also metaphysics and axiology."

Discussion¶

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