The skills of 'critical thinking' occupy a contentious place in
debates on education. It is of course widely recognised that
education must consist of more than an unreasoning accumulation of
facts and skills, and that modern society demands a
highly-developed critical awareness to cope with its
ever-increasing complexities. Yet the very term 'critical thinking'
threatens to become a vague and unexamined slogan, displayed more
in party tricks than in useful knowledge. In this book, first
published in 1981, Professor McPeck offers a critique of the major
ideas and important work in the field, including those of Ennis and
de Bono, while at the same time presenting his own rigorous ideas
on the proper place in critical thinking in the philosophy of
education. The book aims to establish a sound basis on which the
role of critical thinking in schools can be evaluated and the
author makes a strong case for the contribution it can make to
resolving current dilemmas of the curriculum.
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