Weinstein argues critical thinking needs a disciplinary perspective incorporating substantive methodological criteria from within disciplines¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1989 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Mark Weinstein's plenary paper argues for the centrality of a disciplinary perspective on critical thinking, that is, critical thinking that incorporates substantive methodological criteria from within the various disciplines, while acknowledging important generality of critical thinking across disciplines. → Weinstein 1989

Evidence¶

Weinstein 1989¶

Weinstein, Mark, Ed.; Oxman-Michelli, Wendy, Ed. (1989). Critical Thinking: Language and Inquiry across the Disciplines. Proceedings of the Annual Conference of the Institute for Critical Thinking (Upper Montclair, New Jersey, 1988). https://eric.ed.gov/?id=ED351305

q1 · i? · theoretical · r2

Summary of Weinstein's plenary paper 'Critical Thinking Across the Disciplines' in the proceedings' introduction to the plenary papers. Weinstein asks whether critical thinking as currently conceived is adequate to the educational objectives from which it takes its raison d'etre, and answers through analysis and examples.

"He offers an analysis and series of examples supporting the centrality ofa disciplinary perspective towards critical thinking, that iscritical thinking that incorporates substantive methodolgicalcriteria fromwithin the various disciplines."

Discussion¶

Related Claims¶

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• Critical science education requires explicit attention to philosophy of science and rival theories — related
• Principles of reason assessment are both subject-neutral and subject-specific — a broader claim this one bears on
• In the fully regulative context, critique proceeds by methodological correctness or paradigmatic positioning — related
• Epistemic games reveal unacknowledged disciplinary differences in interdisciplinary teams — related