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Teaching Critical Thinking: Content Integration, Domain-Specificity, and Equity

Teaching Critical Thinking: Content Integration, Domain-Specificity, and Equity

Bruce Torff
Copyright: © 2019 |Pages: 15
ISBN13: 9781522563310|ISBN10: 1522563318|EISBN13: 9781522563327
DOI: 10.4018/978-1-5225-6331-0.ch002
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MLA

Torff, Bruce. "Teaching Critical Thinking: Content Integration, Domain-Specificity, and Equity." Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, edited by Jared Keengwe and Robert Byamukama, IGI Global, 2019, pp. 22-36. https://doi.org/10.4018/978-1-5225-6331-0.ch002

APA

Torff, B. (2019). Teaching Critical Thinking: Content Integration, Domain-Specificity, and Equity. In J. Keengwe & R. Byamukama (Eds.), Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work (pp. 22-36). IGI Global. https://doi.org/10.4018/978-1-5225-6331-0.ch002

Chicago

Torff, Bruce. "Teaching Critical Thinking: Content Integration, Domain-Specificity, and Equity." In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, edited by Jared Keengwe and Robert Byamukama, 22-36. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6331-0.ch002

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Abstract

This chapter outlines how to teach critical-thinking skills is a central issue at home, in school, on the job, and in life. Outcomes of critical-thinking pedagogies are optimized under three conditions: 1) when thinking skills are integrated with disciplinary content, not sequentially following a content presentation; 2) when thinking skills are taught as utilized in specific domains/disciplines, not decontextualized or treated as domain-general; and 3) when thinking skills are emphasized for all learners, not just advantaged ones with greater prior knowledge or academic ability. Accordingly, teaching critical thinking might well be structured to be integrative, domain-specific, and equitable.

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