The Influence of an Interdisciplinary Course on Critical Thinking Skills Page: 1
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CHAPTER I
INTRODUCTION
For centuries people have been fascinated by the way the human mind thinks.
From Rene Descartes' "I think, therefore, I am" to J.B. Watson's behaviorism, from
Gestalt psychology to classical conditioning, from psychometrics to artificial
intelligence, endless attempts have been made to identify, classify, explain and measure
different ways of thinking. One of the currently popular classifications of thinking is
critical thinking.
The study of critical thinking can be traced at least as far back as Socrates
who used probing questions to teach his subjects to think critically (Sonoma, 1998).
The term "critical thinking" first gained widespread acceptance with the appearance
of Edward Glaser's work An Experiment in the Development of Critical Thinking
(Glaser, 1941).
Although it may not be clear what the precise definition of critical thinking
is, it is apparent that most consider it something desirable in our institutions of
higher education. As stated in a recent issue of The Teaching Professor (Weimer,
1999, p.6):
"We're all for critical thinking...endorsing it much like we do motherhood
and apple pie. We think our students don't do it, and we aspire to teach them how."
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Elliott, Brett M. The Influence of an Interdisciplinary Course on Critical Thinking Skills, dissertation, August 1999; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc278389/m1/7/?q=music: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .