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Critical Inquiry and Pedagogy at NYU-Shanghai
NYU Shanghai faculty share their pedagogical philosophies and classroom experiences in applying Critical Inquiry.
Giancarlo, C. A., & Facione, P. A. (2001). A look across four years at the disposition toward critical thinking among undergraduate students. The Journal of General Education, 50(1), 29-55.
Nurturing the disposition to think is an important element in the curriculum of professional programs and liberal education programs alike. Engaging students in interesting, complex and realistic problem-solving situations, demanding well-grounded reasons and systematically gathered evidence, modeling and insisting on objective and courageous analyses, and, at every turn, eliciting meta-cognitive reflection on their reasoning and problem solving will, as experienced educators know, vastly strengthen students' CT.
Full text articles on dispositions of critical thinkers