Pedagogy Apr 2021

Critical Thinking, Identity, and Performance

Irene L. Clark

Abstract

AbstractReferencing current research in neuroscience, this article argues that although knowledge about logic and evidence are important for helping students become critical thinkers, teachers should devote attention to the nonrational biases currently being evoked for persuasion, plan additional class time for students to reflect on their own emotional biases, and encourage students to self-identify as critical thinkers, so that they will continue to think critically in other courses and contexts. To attain this goal, approaches involving performance and reflection should be given further attention to help students develop the habit of questioning the credibility of information.

Journal
Pedagogy
Published
2021-04-01
DOI
10.1215/15314200-8811415
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Topics
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Citation Context

Cited by in this index (1)

  1. Klima (2025)
    Staging Melville
    Pedagogy

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