Defining critical inquiry across fields and disciplines Full-text for articles and books available through links below.
Brookfield, S. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. San Francisco, CA: Jossey-Bass.
Chapter 1 (“What is Critical Thinking”) and Chapter 2 (“Critical Thinking Across the Disciplines”)
bell hooks. (2010). Teaching critical thinking: Practical wisdom. New York, NY: Routledge.
“When we make a commitment to become critical thinkers, we are already making a choice that places us in opposition to any system of education or culture that would have us be passive recipients of ways of knowing.”
Moore, T. (2004). The critical thinking debate: how general are general thinking skills?. Higher Education Research & Development, 23(1), 3-18.
“The critical thinking movement, by seeking to establish a site where truth is in some sense unproblematic—a village of truth, as it were—does little to advance the potential for dialogue…the maintenance of this dialogue in our places of learning seems especially important.”
Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522.
“At least seven definitional strands were identified…namely critical thinking: (i) as judgment; (ii) as skepticism; (iii) as a simple originality; (iv) as sensitive readings; (v) as rationality; (vi) as an activist engagement with knowledge; and (vii) as self-reflexivity.”
Shor, I. (1999). What is critical literacy. Journal for Pedagogy, Pluralism & Practice, 4(1), 1-26.
“This educational work means, finally, inventing what Richard Ohmann (1987) referred to as a "literacy from-below" that questions the way things are and imagines alternatives, so that the word and the world may meet in history for a dream of social justice.”